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.
Mangen, Anne
2016. The Digitization of Literary Reading. Orbis Litterarum 71:3 ► pp. 240 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.
Lee, Carol D. & Susan R. Goldman
2015. Assessing Literary Reasoning: Text and Task Complexities. Theory Into Practice 54:3 ► pp. 213 ff.
2015. Comprehension of Short Stories: Effects of Task Instructions on Literary Interpretation. Discourse Processes 52:7 ► pp. 585 ff.
McCarthy, Kathryn S. & Susan R. Goldman
2019. Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction 60 ► pp. 245 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.
Levine, Sarah
2014. Making Interpretation Visible With an Affect-Based Strategy. Reading Research Quarterly 49:3 ► pp. 283 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 19 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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