Transaction Theory Rebooted: What Neuroscience’s Research on Reading Means for Composition
Jonathan Scott
Abstract
Recent research on reading in cognitive science disproves the Common Core’s central claim that reading skills are learned most effectively when students exclude their knowledge and experience from the reading process. The discussion here is focused on how this scientific research overlaps with the transaction theory of reading and writing, and the present opportunities for renewing it.
Topics & Concepts
Reading (process)Composition (language)Database transactionCognitive neuroscienceCognitionPsychologyCognitive scienceComputer scienceLinguisticsNeurosciencePhilosophyProgramming languageNeuroscience, Education and Cognitive FunctionReading and Literacy DevelopmentCreativity in Education and Neuroscience