Reading for learning: Literacy supports for 21st-century work

Phi Delta Kappan

Volumn 89, Issue 3, 2007, Pages 224-228

  Gomez, Louis M ^a   Gomez, Kimberley ^b  

^a NORTHWESTERN UNIVERSITY   (United States)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36349013745     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170708900313     Document Type: Review

References (12)

1. Occupational Change, Bureau of Labor Statistics, www.bls.gov, May 2000-March 2005;
2. and Frank Levy and Richard Murnane, The New Division of Labor: How Computers Are Creating the Next Job Market (Princeton, N.J.: Princeton University Press, 2004).
3. Levy and Murnane, op. cit.
4. Michael Pressley, "What Should Comprehension Instruction Be the Instruction of?," in Michael L. Kamil et al., eds., Handbook of Reading Research: Volume III (Mahwah, N.J.: Erlbaum, 2000), pp. 548-52.
5. Lisa Delpit, Other People's Children: Cultural Conflict in the Classroom (New York: New Press, 1995).
6. J. David Bolter, Writing Space: The Computer, Hypertext, and the History of Writing (Hillsdale, N.J.: Erlbaum, 1991).
7. Illinois Learning Standards for Science, Illinois State Board of Education, www.isbe,state,il.us/ILS/science/standards.htm, 1985.
8. Summary Street uses a set of mathematical and statistical techniques called latent semantic analysis to create a representation of a student's text and compare it with stored representations of texts from the same domains of inquiry. Summary Street also assesses things such as redundancy, plagiarism, spelling, and text length, See Eileen Kintsch et al., "Developing Summarization Skills Through the Use of LSA-Based Feedback," Special Issue of Interactive Learning Environments, vol. 8, 2000, pp. 87-109;
9. and Thomas Landauer, Peter Foltz, and Darrell Laham, "An Introduction to Latent Semantic Analysis," Discourse Processes, vol. 25, 1998, pp. 259-84.
10. For a report on student use of Summary Street, see David Wade-Stein and Eileen Kintsch, "Summary Street: Interactive Computer Support for Writing," Cognition and Instruction, vol. 22, 2005, pp. 333-62.
11. Ruth Schoenbach and Cynthia Greenleaf, "Tapping Teachers' Reading Expertise: Generative Professional Development with Middle and High School Content-Area Teachers," paper presented at the National Center on Education and the Economy Secondary Reading Symposium, 2-5 March 2000;
12. and Ruth Schoenbach et al., Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms (San Francisco: Jossey-Bass, 2000).