Peter Afflerbach
Biographic Data
| ID | 1584377 |
|---|---|
| NAME | Peter Afflerbach |
| GIVEN NAMES | Peter |
| FAMILY NAME | Afflerbach |
| SIGNATURE | AFFLERBACH P |
| AFFILIATIONS | University of Maryland, College Park |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 38 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 4 |
Thank You to Reviewers
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
What Is Engagement, How Is It Different From Motivation, and How Can I Promote It
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies
Reading on the Internet
Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers’ goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine such strategic actions by readers in the complex environments of the Internet. We focus on Amalie (ps…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
Accountability Testing
Clarifying Differences Between Reading Skills and Reading Strategies
The terms reading skill and reading strategy are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships. Implications for teaching reading skills and strategies are discussed.
Metacognition and learning
The road to folly and redemption
Book reviewed in this article: The Big Test: The Secret History of the American Meritocracy . By Nicolas Lemann. 1999. The Limits of Educational Assessment . By Andrew Davis. 1998. A Teacher's Guide to Standardized Reading Tests: Knowledge Is Power . By Lucy Calkins, Kate Montgomery, and Donna Santman with Beverly Falk. 1998
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
Relationships of Instruction to Amount of Reading
Les AA. ont examine les liens entre l'enseignement de la lecture, le total et la variete des lectures des eleves, en tenant compte des facteurs sociaux, cognitifs et familiaux. Ils ont conduit des analyses secondaires sur une base nationale de donnees concernant des eleves de 9, 13 et 17 ans. Ils identifient cinq constructs (strategies d'apprentissage) pour les 9 ans, huit pour les 13 ans et neuf pour les 17 ans. Ils soulignent l'importance du ro…
The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies
THIS STUDY examined the influence of prior knowledge on the strategies used by expert readers to identify and state the main idea of a text when the main idea is not explicit. Expert readers from the fields of anthropology and chemistry read texts from familiar and unfamiliar content domains, and gave verbal reports of the strategies they used in constructing a statement of the main idea. From these verbal reports, the author identified three met…
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Relationships of Instruction to Amount of Reading
Les AA. ont examine les liens entre l'enseignement de la lecture, le total et la variete des lectures des eleves, en tenant compte des facteurs sociaux, cognitifs et familiaux. Ils ont conduit des analyses secondaires sur une base nationale de donnees concernant des eleves de 9, 13 et 17 ans. Ils identifient cinq constructs (strategies d'apprentissage) pour les 9 ans, huit pour les 13 ans et neuf pour les 17 ans. Ils soulignent l'importance du ro…
The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies
THIS STUDY examined the influence of prior knowledge on the strategies used by expert readers to identify and state the main idea of a text when the main idea is not explicit. Expert readers from the fields of anthropology and chemistry read texts from familiar and unfamiliar content domains, and gave verbal reports of the strategies they used in constructing a statement of the main idea. From these verbal reports, the author identified three met…
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies
THIS STUDY examined the influence of prior knowledge on the strategies used by expert readers to identify and state the main idea of a text when the main idea is not explicit. Expert readers from the fields of anthropology and chemistry read texts from familiar and unfamiliar content domains, and gave verbal reports of the strategies they used in constructing a statement of the main idea. From these verbal reports, the author identified three met…
Relationships of Instruction to Amount of Reading
Les AA. ont examine les liens entre l'enseignement de la lecture, le total et la variete des lectures des eleves, en tenant compte des facteurs sociaux, cognitifs et familiaux. Ils ont conduit des analyses secondaires sur une base nationale de donnees concernant des eleves de 9, 13 et 17 ans. Ils identifient cinq constructs (strategies d'apprentissage) pour les 9 ans, huit pour les 13 ans et neuf pour les 17 ans. Ils soulignent l'importance du ro…
Reconstructing Andrew Jackson
This exploratory study examined how the reading of two revisionist history text accounts concerning President Andrew Jackson influenced the historical interpretations and understandings of two prospective elementary teachers, who at the time also were teaching history during their final internship semester. We begin by providing some of the historical background that the texts traverse, describe the texts and the specific readings themselves, and…
The road to folly and redemption
Book reviewed in this article: The Big Test: The Secret History of the American Meritocracy . By Nicolas Lemann. 1999. The Limits of Educational Assessment . By Andrew Davis. 1998. A Teacher's Guide to Standardized Reading Tests: Knowledge Is Power . By Lucy Calkins, Kate Montgomery, and Donna Santman with Beverly Falk. 1998
Metacognition and learning
Clarifying Differences Between Reading Skills and Reading Strategies
The terms reading skill and reading strategy are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships. Implications for teaching reading skills and strategies are discussed.
Accountability Testing
Reading on the Internet
Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers’ goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine such strategic actions by readers in the complex environments of the Internet. We focus on Amalie (ps…
Conceptualizing and Assessing Higher-Order Thinking in Reading
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students’ higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a framework for understanding higher-order thinking in reading, in relation to relevant theories and re…
What Is Engagement, How Is It Different From Motivation, and How Can I Promote It
This department column is a venue for thoughtful discussions of contemporary issues dealing with policy and practice, remixed in ways that generate new insights into enduring dilemmas, debates, and controversies
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. The SVR, which describes comprehension as the product of decoding and listening comprehension, also served as the primary theoretical model underlying the Reading for Understanding (RfU) initiative. Research funded under the RfU initiative included direct examinations of the validity of t…
Thank You to Reviewers
Psychology (12 works) · Mathematics education (11 works) · Linguistics (7 works) · Computer Science (6 works) · Educational Strategies and Epistemologies (6 works) · Pedagogy (6 works) · Political science (5 works) · Sociology (5 works) · Education and Critical Thinking Development (4 works) · Reading (process) (4 works)