There’s been a lot of hubbub lately about the role of knowledge in reading instruction. What exactly do people mean when they say “knowledge matters” - what kinds of knowledge are we talking about? Drs. McCarthy and McNamara have a great way to think about knowledge and text comprehension. Check it out: https://soundcloud.com/user-883650452/dr-kathryn-soo-mccarthy-dr-danielle-mcnamara
Superb! The framework is a true step forward, and you asked some excellent questions, Jeff.
I'm interested in how context constraints transform all else to generate meaning and a new kind of operating knowledge as soon as we begin to read.
Also see attached re accuracy, specificity, and the progressive ed question, “Must reading comp tie only to the author’s intended meaning or may the reader legitimately bring his/her own meaning?”