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Linguistic and Literary Theories in Reading

Feryal Cubukcu and Leyla Harputlu

The purpose of this book is to present to scholars, students and enthusiasts in the fields of literature and linguistics a way to study a text analytically. Reading is multi-faceted and shaped by contexts, participants, and technologies. The ways of reading tackled most enthusiastically in this book are interpretations which show active involvement of readers: Each literary or linguistic approach can be compared to a window through which we see, grapple, comprehend, personalize and internalize the text, hence the world.
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Reading is of great interest for many reasons and probably one of the most researched topics in education. As stated by Davidson (1993) “This is not surprising in a society where the primary focus of our schools is up on increasing reading achievement, where individual reading is a major past time, and where numerous jobs are devoted to reading in some form – creating text, preserving text, sharing text, analyzing text, etc.” (p. 2). Reading is not a single or monolithic entity. It has a crucial place in all disciplines. Research over the past few decades shows that it is a set of multi-faceted social practices. Reading is shaped by contexts, participants, and technologies. Because of its multi-faceted nature, many theories of reading which tackle different perspectives to texts have been proposed. The purpose of this book is to grapple with issues on linguistic and literary theories in reading.

The first three chapters examine language based theories in reading. In the first chapter, “Reading and Language Teaching”, Selami Aydın studies the relationship between reading and language teaching. Aydın states that reading as an analytic and a holistic act requires continual practice, and is directly related to the interpretation of the skills to use in a process of automatic determinations that consist of the schema of the reader, reading purpose and the context. The six skills and knowledge areas that involve the cognitive processes are identified as automatic word recognition skills, vocabulary and structural knowledge, formal...

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