Reading Theory Now explores movements in critical thinking through a host of radical theorists, and channels those movements through the work of one of the most influential proponents of critical interpretation in the world today, J. Hillis Miller. It enables its readers to see how and why theoretical models of reading are of use only in the practical event of reading literary and philosophical texts, that the politics and poetics of interpretive paradigms are constantly shifting, changing and evolving as present day perspectives transform those traditions unalterably. it seeks to invite its readers to challenge the concept of the paradigm, the school, the movement, even the sequence, by presenting them with a choice to read in their own way, to "dip" in and out of singular events of interpretation from A to Z. In this respect Reading Theory Now invites its audience to decide for him/herself where they begin and end their own critical analyses. Reading Theory Now also contains: *A Preface by J. Hillis Miller which comments on the significance of reading as an event and the centrality of political and ecological issues in his most recent work. *An Afterword by Julian Wolfreys which tackles these issues in Miller's latest books. *A select annotated bibliography which will help students coming to Miller's work for the first time to find their own way into his vast critical corpus.

'Deconstruction', 'psychoanalysis', and 'semiotics' have become part of the vocabulary of contempoorary culture. Reading Theory introduces the principal texts by Derrida, Lacan and Kristeva that are behind these terms and that provide their contexts. This book concentrates its attention on making accessible what these three theorists have written, rather than offering a synthetic construction of the fashionable terminology of theory. Works carefully through key texts by the leading contemporary theorists Clear, accessible and introductory Challenges recent attacks on theory and on Derrida.

Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores the pros and cons of computer-assisted learning.

An argument that theoretical works can signify through their materiality—their “noise,” or such nonsemantic elements as typography—as well as their semantic content. In Material Noise, Anne Royston argues that theoretical works signify through their materiality—such nonsemantic elements as typography or color—as well as their semantic content. Examining works by Jacques Derrida, Avital Ronell, Georges Bataille, and other well-known theorists, Royston considers their materiality and design—which she terms “noise”—as integral to their meaning. In other words, she reads these theoretical works as complex assemblages, just as she would read an artist's book in all its idiosyncratic tangibility. Royston explores the formlessness and heterogeneity of the Encyclopedia Da Costa, which published works by Bataille, André Breton, and others; the use of layout and white space in Derrida's Glas; the typographic illegibility—“static and interference”—in Ronell's The Telephone Book; and the enticing surfaces of Mark C. Taylor's Hiding, its digital counterpart The Réal: Las Vegas, NV, and Shelley Jackson's Skin. Royston then extends her analysis to other genres, examining two recent artists' books that express explicit theoretical concerns: Johanna Drucker's Stochastic Poetics and Susan Howe's Tom Tit Tot. Throughout, Royston develops the concept of artistic arguments, which employ signification that exceeds the semantics of a printed text and are not reducible to a series of linear logical propositions. Artistic arguments foreground their materiality and reflect on the media that create them. Moreover, Royston argues, each artistic argument anticipates some aspect of digital thinking, speaking directly to such contemporary concerns as hypertext, communication theory, networks, and digital distribution.

This book focuses on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom based assessment in the USA, UK and Australia.

This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple theoretical lenses. For each theoretical model, classroom applications are brought to life with engaging vignettes and teacher reflections. Research applications are discussed and illustrated with descriptions of exemplary studies. New to This Edition *Current developments in theory, research, and instructional practices. *Useful pedagogical features in every chapter: framing questions, discussion ideas, and learning activities. *Classroom applications give increased attention to English language learners and technology integration. *Coverage of additional theories (Third Space Theory) and theorists (Bakhtin and Bourdieu).

What does the Frankfurt School have to say about the creative industries? Does the spread of Google prove we now live in an information society? How is Madonna an example of postmodernism? How new is new media? Does the power of Facebook mean we're all media makers now? This groundbreaking volume – part reader, part textbook - helps you to engage thoroughly with some of the major voices that have come to define the landscape of theory in media studies, from the public sphere to postmodernism, from mass communication theory to media effects, from production to reception and beyond. But much more than this, by providing assistance and questions directly alongside the readings, it crucially helps you develop the skills necessary to become a critical, informed and analytical reader. Each reading is supported on the facing page by author annotations which provide comments, dissect the arguments, explain key ideas and terminology, make references to other relevant material, and pose questions that emerge from the text. Key features: Opening chapters: ‘What is theory?’ and ‘What is reading?’ bring alive the importance of both as key parts of media scholarship Pre-reading: substantial Introductory sections set each text and its author in context and show the relevance of the reading to contemporary culture Post-reading: Reflection sections summarise each reading’s key points and suggests further areas to explore and think about 4 types of annotations help you engage with the reading – context, content, structure, and writing style .... as well as questions to provoke further thought Split into 4 sections – Reading theory, Key thinkers and schools, Approaches and Media Theory in context New to the second edition: New chapters on New Media, and Audiences as Producers Reading Media Theory will assist you in developing close-reading and analytic skills. It will also increase your ability to outline key theories and debates, assess different case studies critically, link theoretical approaches to a particular historical context, and to structure and present an argument. As such, it will be essential reading for undergraduate and postgraduate students of media studies, cultural studies, communication studies, the sociology of the media, popular culture and other related subjects.