Reading as Situated Language : A Sociocognitive Perspective

By James Paul Gee. 2001

649 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1a805240f2dd6b1296c91320e1daf6b725197dff

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Mastering Academic Language (2013, background): “Students come to school with abundant language resources learned through situated communicative experiences within their native communities, which undeniably need to be valued and incorporated into instruction (Delpit, 1992; Gee, 2001).”
Going Beyond the Fab Five: Helping Students Cope With the Unique Linguistic Challenges of Expository Reading in Intermediate Grades (2008, background): “In addition, students need a “habitus” (Bourdieu, 1977), or “cultural model” (Gee, 2001), of a modern western middle class childhood world as well as relevant personal experiences.”
The Impact of Social Interaction on Student Learning. (2013, background): “Gee (2001) contends “reading and writing cannot be separated from speaking, listening, and interacting, on the one hand, or using language to think about and act on the world, on the other” (p. 714).”
Reading comprehension on the Internet: Expanding our understanding of reading comprehension to encompass new literacies (2003, background): “Other researchers support the same notion (Gee, 2001; Rosenblatt, 1983; Tovani, 2000).”
Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading (2004, background): “…registers of language (Halliday, 1987; Heath, 1983; Perera, 1984), text processing is, first and foremost, the processing of written language (Gee, 2001; Olson, 1991; Perfetti, 1999); hence it is dependent not only on knowledge of the phonological structures of spoken words, but also on an…”
Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “(p. 98) James Gee (2001b) argues that “reading and writing cannot be separated from speaking, listening, and interacting, on the one hand, or using language to think about and act on the world, on the other” (p. 714).”
Developing Literate Identities with English Language Learners through Digital Storytelling (2008, background): “These practices are deeply embedded within students’ multiple sociocultural identities and dependent upon context (Gee, 2001).”
Same language, different functions: A cross-genre analysis of Chinese EFL learners’ writing performance (2016, background): “Writing is a highly complex task that integrates cognitive processing, deployment of linguistic knowledge, and awareness of the social context in which the written communication takes place (Bereiter & Scardamalia, 2013; Flower & Hayes, 1981; Gee, 2001; Graham& Perin, 2007).”
From “What is Reading?” to What is Literacy? (2016, background): “It also involves becoming socialized into particular literacy practices in order to participate in them (Gee, 2001).”