This reflective essay argues that a major constraint on the effective teaching of literature in elementary and high schools is the challenge of articulating and empirically validating a model of literary reasoning that encompasses the following: (1) the multiple dimensions of the literary experience and how they interact (cognitive, emotional, dispositional, personal introspective, aesthetic, experiential); (2) developmental issues and trajectories impacting the growth of expertise in literary response; (3) the multiple sources of knowledge on which readers draw in responding to literature (knowledge of text structures, of rhetorical conventions, of literary traditions, of real world correlates to character types and motivations, settings, and events, and of moral and philosophical domains, including cultural variation among these). Articulating and validating such a model will require interdisciplinary collaborations across fields ranging from cognition, human development, linguistics, philosophy, and literary theory.
Goldman, Susan R., M. Anne Britt, Willard Brown, Gayle Cribb, MariAnne George, Cynthia Greenleaf, Carol D. Lee, Cynthia Shanahan & Project READI
2016. Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy. Educational Psychologist 51:2 ► pp. 219 ff.
Goldman, Susan R. & Carol D. Lee
2014. Text Complexity. The Elementary School Journal 115:2 ► pp. 290 ff.
Lee, Carol D.
2014. The Multi-Dimensional Demands of Reading in the Disciplines. Journal of Adolescent & Adult Literacy 58:1 ► pp. 9 ff.
Lee, Carol D.
2020. Editorial: A New Generation of Fugitive Scholarship.
English Education
52:3 ► pp. 180 ff.
Lee, Carol D. & Susan R. Goldman
2015. Assessing Literary Reasoning: Text and Task Complexities. Theory Into Practice 54:3 ► pp. 213 ff.
Levine, Sarah
2014. Making Interpretation Visible With an Affect-Based Strategy. Reading Research Quarterly 49:3 ► pp. 283 ff.
Mangen, Anne
2016. The Digitization of Literary Reading. Orbis Litterarum 71:3 ► pp. 240 ff.
Sabatini, John, Arthur C. Graesser, John Hollander & Tenaha O'Reilly
2023. A framework of literacy development and how AI can transform theory and practice. British Journal of Educational Technology 54:5 ► pp. 1174 ff.
Sosa, Teresa
2019. Rey’s social world understandings and connections to a short story. Pedagogies: An International Journal 14:3 ► pp. 229 ff.
Sosa, Teresa
2020. “That Sure is Racist”: Classroom Race Talk as Resistance. Education and Urban Society 52:7 ► pp. 1039 ff.
Sosa, Teresa
2022. Producing New Affective Concepts of Race in an English Classroom. Changing English 29:1 ► pp. 66 ff.
Sosa, Teresa & Mark Latta
2019. “What are We Trying to Accomplish?”: Student Resistance as Racial Wisdom. Equity & Excellence in Education 52:1 ► pp. 108 ff.
Yukhymenko-Lescroart, Mariya A., Stephen W. Briner, Joseph P. Magliano, Kimberly Lawless, Candice Burkett, Kathryn S. McCarthy, Carol D. Lee & Susan R. Goldman
2016. Development and initial validation of the Literature Epistemic Cognition Scale (LECS). Learning and Individual Differences 51 ► pp. 242 ff.
[no author supplied]
2018. In Dialogue: Generations.
Research in the Teaching of English
53:1 ► pp. 80 ff.
This list is based on CrossRef data as of 14 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.