The path to competence: A lifespan developmental perspective on reading

Journal of Literacy Research

Volumn 37, Issue 4, 2005, Pages 413-436

  Alexander, Patricia A ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745022832     PISSN: 1086296X     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15548430jlr3704_1     Document Type: Article

References (72)

1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
2. Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 213-250). Greenwich, CT: JAI Press.
3. Alexander, P. A. (2002, January). The struggling adolescent reader: A new perspective on an enduring problem. Keynote presented at the Adolescent Literacy Workshop sponsored by the National Institute of Child Health and Human Development, Washington, DC.
4. Alexander, P. A. (2003a). Can we get there from here?: Introduction to the special issue on expertise. Educational Researcher, 32(8), 3-4.
5. Alexander, P. A. (2003b). Profiling the developing reader: The interplay of knowledge, interest, and strategic processing. In C. M. Fairbanks, J. Worthy, B. Maloch, J. V. Hoffman, & D. L. Schallert (Eds.), The Fifty-first yearbook of the National Reading Conference (pp. 47-65). Oak Creek, WI: National Reading Conference.
6. Alexander, P. A. (2003c). The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32(8), 10-14.
7. Alexander, P. A., Graham, S., & Harris, K. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
8. Alexander, P. A., Kulikowich, J. M., & Schulze, S. K. (1994). How subject-matter knowledge affects recall and interest. American Educational Research Journal, 31, 313-337.
9. Alexander, P.A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 285-310). Mahwah, NJ: Erlbaum.
10. Alexander, P. A., Jetton, T. L., & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology, 87, 559-575.
11. Alexander, P.A., Judy, J. E. (1988). The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research, 58, 375-404.
12. Alexander, P. A., & Murphy, P. K. (1998a). Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology, 90, 435-447.
13. Alexander, P. A., & Murphy, P. K. (1998b). The research base for APA's learner-centered principles. In N. M. Lambert & B. L. McCombs (Eds.), Issues in school reform: A sampler of psychological perspectives on learner-centered school (pp. 25-60). Washington, DC: American Psychological Association.
14. Alexander, P. A., Murphy, P. K., & Woods, B. S. (1996). Of squalls and fathoms: Navigating the seas of educational innovation. Educational Researcher, 25(3), 31-36, 39.
15. Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343.
16. Alexander, P. A., Sperl, C. T., Buehl, M. M., Fives, H., & Chiu, S. (2004). Modeling domain learning: Profiles from the field of special education. Journal of Educational Psychology, 96, 545-557.
17. Alvermann, D. (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189-208.
18. Alvermann, D. E., Young, J. P., Weaver, D., Hinchman, K. A., Moore, D. W., Phelps, S. F. et al. (1996). Middle and high school students' perceptions of how they experience text-based discussions: A multicase study. Reading Research Quarterly, 31, 244-267.
19. Ames, C. (1992). Classrooms: Goals, structures, and student motivation Journal of Educational Psychology, 84, 261-271.
20. Anderson, R. C., Spiro, R., & Anderson, M. C. (1978). Schemata as scaffolding for the representation of information in connected discourse. American Educational Research Journal, 15, 433-440.
21. Anderson-Inman, L., & Horney, M. A. (1998). Transforming text for at-risk readers. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographical world (pp. 15-43). Mahwah, NJ: Erlbaum.
22. Csikszentmihalyi, M. (1985). Emergent motivation and the evolution of the self. In D. A. Kleiber & M. L. Maehr (Eds.), Advances in motivation and achievement (Vol. 4, pp. 93-119). Greenwich, CT: JAI Press.
23. Csikszentmihalyi, M. (1990). FLOW: The psychology of optimal experience. New York: HarperCollins.
24. Curtis, M. E. (2002). Adolescent reading: A synthesis of research. Washington, DC: National Institute of Child Health and Human Development. Department of Education. Retrieved August 29, 2005, from http://216.26.160.105/ conf/nichd/synthesis.asp
25. Department of Education. (2001). No child left behind (Public Law 107-110). Washington, DC: Author.
26. Dewey, J. (1913). Interest and effort in education. Boston: Riverdale.
27. Dweck, C., & Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
28. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
29. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of setting. Review of Educational Research, 60, 517-529.
30. Garner, R., & Alexander, P. A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24, 143-148.
31. Garner, R., & Alexander, P. A. (1991, April). Skill, will, and thrill: The role of interest in text comprehension. Presented at the meeting of the American Educational Research Association, Chicago.
32. Garner, R., Gillingham, M. G., & White, C. S. (1989). Effects of "seductive details" on macroprocessing and microprocessing in adults and children. Cognition and Instruction, 6, 41-57.
33. Gelman, R., & Greeno, J. G. (1989). On the nature of competence: Principles for understanding in a domain. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 125-186). Hillsdale, NJ: Erlbaum.
34. Guthrie, J. T., Van Meter, P. Hancock, G. R., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology, 90, 261-278.
35. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 403-422). Mahwah, NJ: Erlbaum.
36. Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.
37. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
38. Jetton, T. L., & Alexander, P. A. (1997). Instructional importance: What teachers value and what students learn. Reading Research Quarterly, 32, 290-308.
39. Kruidenier, J. (2002). Research-based principles for adult basic education: Reading instruction. Portsmouth, NH: RMC Research.
40. Marshall, J. (2000). Research on response to literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 381-402). Mahwah, NJ: Erlbaum.
41. Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424-436.
42. Moje, E. B. (2000). "All the stories that we have": Adolescents' insights about literacy and learning in secondary schools. Newark, DE: International Reading Association.
43. Murphy, P. K., & Alexander, P. A. (2002). What counts?: The predictive power of subject-matter knowledge, strategic processing, and interest in domain-specific performance. Journal of Experimental Education, 70, 197-214.
44. National Center for Education Statistics. (1999). NAEP 1998: Reading: Report card for the Nation and the States. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
45. National Reading Panel. (2000). Report of the National Reading Panel. Washington, DC: National Institute of Child Health and Human Development.
46. Newell, A., & Simon, H. A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
47. Nist, S. L., & Holschuh, J. L. (2000). Comprehension strategies at the college level. In R. F. Flippo & D. C. Caverly (Eds.), Handbook of college reading and study strategy research (pp. 75-104). Mahwah, NJ: Erlbaum.
48. Nist, S. L., & Simpson, M. L. (2000). College studying. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 645-666). Mahwah, NJ: Erlbaum.
49. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction, 1, 117-175.
50. Palmer, D. J., & Goetz, E. T. (1988). Selection and use of study strategies: The role of the studier's beliefs about self and strategies. In C. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 77-100). San Diego: Academic Press.
51. Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research: Volume II (pp. 609-640). Mahwah, NJ: Erlbaum.
52. Paris, S. G., & Winograd, P. (1990). Dimension of thinking and cognitive instruction. In B. F. Jones & L. Idol (Eds.), How metacognition can promote academic learning and instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
53. Pressley, M. (2002). Effective beginning reading instruction. Journal of Literacy Research, 34, 165-188.
54. RAND Reading Study Group (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation
55. Reed, J. H., & Schallert, D. L. (1993). The nature of involvement in academic discourse. Journal of Educational Psychology, 85, 253-266.
56. Reed, J. H., Schallert, D. L., & Goetz, E. T. (1993, April). Interest happens but involvement takes effort: Distinguishing between two constructs in academic discourse tasks. Presented at the meeting of the American Educational Research Association, Atlanta, GA.
57. Reinking, D. (1998). Introduction: Synthesizing technological transformations of literacy in a post-typographic world. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographical world (pp. xi-xxx). Mahwah, NJ: Erlbaum.
58. Reinking, D., McKenna, M. C., Labbo, L. D., & Kieffer, R. D. (1998). Handbook of literacy and technology: Transformations in a post-typographic world. Mahwah, NJ: Erlbaum.
59. Renninger, K. A. (1992). Individual interest and development: Implications for theory and practice. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 361-395). Hillsdale, NJ: Erlbaum.
60. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
61. Rosenshine, B. (1997, March). The case for explicit, teacher-led, cognitive strategy instruction. Presented at the annual meeting of the American Educational Research Association, Chicago.
62. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 229-323.
63. Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23, 145-166.
64. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
65. VanSledright, B. (2002). In search of America's past: Learning to read history in elementary school. New York: Teachers College Press.
66. VanSledright, B., & Alexander, P. A. (2002). Historical knowledge, thinking, and beliefs: Evaluation component of the Corps of Historical Discovery Project (#S215X010242). Washington, DC: U.S. Department of Education.
67. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
68. Wade, S. E., & Moje, E. B. (2000). The role of text in classroom learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Vol. III (pp. 609-627). Mahwah, NJ: Erlbaum.
69. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 315-327). New York: Macmillan.
70. Wigfield, A., Eccles, J. S., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 148-185). New York: Macmillan.
71. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
72. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-18.