Reading Comprehension as Intertextual Practice : Building Meaning Together
Language: English
Published by Taylor & Francis Sep 2026, 2026
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
AbeBooks seller since August 14, 2006
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Add to basketItem description from seller
Neuware - Building on recent scholarship in sociolinguistics, discourse analysis, and social practice theories, this book reconceptualizes reading comprehension as intertextual practices.Rather than view reading comprehension as the interaction of a reader and a text, the book outlines reading comprehension as a set of dynamic social practices enacted by people in and across social events in which they together build and assign meaning to one or more written language texts. The interactive meaning-building process is inherently intertextual as people act and react to each other, propose connections among multiple texts, and reflect and refract social practices, histories, and ideologies. The theorizing in this book is oriented to generating new images and metaphors to imagine 'reading comprehension' differently. The reconceptualization also derives from using jazz as a metaphor for reading comprehension.This is a key resource for scholars, graduate students, and teachers in reading and literacy education.…
Seller Inventory # 9781041104056
- Title
- Reading Comprehension as Intertextual Practice : Building Meaning Together
- Author
- Huili Hong
- Publisher
- Taylor & Francis Sep 2026
- Publication year
- 2026
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 1041104057
- ISBN 13
- 9781041104056
- Item weight
- 395 grams
- Dimensions
- 229x152x11 mm
Building on recent scholarship in sociolinguistics, discourse analysis, and social practice theories, this book reconceptualizes reading comprehension as intertextual practices.
Rather than view reading comprehension as the interaction of a reader and a text, the book outlines reading comprehension as a set of dynamic social practices enacted by people in and across social events in which they together build and assign meaning to one or more written language texts. The interactive meaning-building process is inherently intertextual as people act and react to each other, propose connections among multiple texts, and reflect and refract social practices, histories, and ideologies. The theorizing in this book is oriented to generating new images and metaphors to imagine ‘reading comprehension’ differently. The reconceptualization also derives from using jazz as a metaphor for reading comprehension.
This is a key resource for scholars, graduate students, and teachers in reading and literacy education.
"Synopsis" may belong to another edition of this title.
About the Author
David Bloome is Professor Emeritus, The Ohio State University.
Ayanna F. Brown is Vice President for Strategic Growth & Partnerships and Professor, Erikson Institute, Chicago.
Huili Hong is Professor of the Practice in the Department of Teaching and Learning at Vanderbilt University.
Maria Beatriz Pinto is a doctoral student at the University of Pennsylvania, Graduate School of Education.
"About the title" may belong to another edition of this title.
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