David Reinking
Biographic Data
| ID | 5971706 |
|---|---|
| NAME | David Reinking |
| GIVEN NAMES | David |
| FAMILY NAME | Reinking |
| SIGNATURE | REINKING D |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0001-8040-6673 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Legislating Phonics
In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individu…
Do We Need More Productive Theorizing? A Commentary
In this commentary, we argue that literacy research would be more productive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice‐oriented field is most fundamentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theo…
The Trouble With Binaries
In this article, we critique the science of reading when it is positioned within the reading wars as settling disagreements about reading and how it should be taught. We frame our argument in terms of troublesome binaries, specifically between nature and nurture. We interpret that binary in relation to Overton’s distinction between split and relational metatheories, with the latter suggesting a more integrative view of nature and nurture. Focusin…
South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction
We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although …
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
Reflections on our editorship
o a greater degree than many professions, the professional lives of scholars are characterized by overlapping cycles of beginnings and endings.Each academic year has an overarching rhythm of activities, events, responsibilities, and interactions comprising many smaller units such as courses, committees, and conferences, each with its own beginning and ending.Likewise, doctoral students begin a program and graduate.New students replace them in a c…
What are evaluation studies, and should they be published in RRQ
Revealing an exchange between authors and reviewers about statistical significance
The RRQ peer‐review process
On metaphors and editing
Negotiating the Multiple Realities of Technology in Literacy Research and Instruction
The authors consider the relation between research and practice as it applies to digital technologies. They do so within the multiple realities of different theoretical and methodological perspectives
Handbook of Literacy and Technology
The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume fr…
Technology and Literacy Education in the Next Century
For over 10 generations in America, a traditional concept of literacy as the ability to read and write print on a page has dominated schooling and adequately served the literacy demands of the society and of the workplace (Venezky, Wagner, & Ciliberti, 1991). In this not-so-distant past, during industrial and print-based economic eras, students learned functional uses of literacy and a body of knowledge that directly applied to workplace position…
Technology and Literacy Education in the Next Century
Computer-Mediated Text and Comprehension Differences
The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior
David Reinking, Robert Schreiner, The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 536-552
Negotiating the Multiple Realities of Technology in Literacy Research and Instruction
The authors consider the relation between research and practice as it applies to digital technologies. They do so within the multiple realities of different theoretical and methodological perspectives
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
The Trouble With Binaries
In this article, we critique the science of reading when it is positioned within the reading wars as settling disagreements about reading and how it should be taught. We frame our argument in terms of troublesome binaries, specifically between nature and nurture. We interpret that binary in relation to Overton’s distinction between split and relational metatheories, with the latter suggesting a more integrative view of nature and nurture. Focusin…
Computer-Mediated Text and Comprehension Differences
Do We Need More Productive Theorizing? A Commentary
In this commentary, we argue that literacy research would be more productive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice‐oriented field is most fundamentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theo…
On metaphors and editing
The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior
David Reinking, Robert Schreiner, The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 536-552
Reflections on our editorship
o a greater degree than many professions, the professional lives of scholars are characterized by overlapping cycles of beginnings and endings.Each academic year has an overarching rhythm of activities, events, responsibilities, and interactions comprising many smaller units such as courses, committees, and conferences, each with its own beginning and ending.Likewise, doctoral students begin a program and graduate.New students replace them in a c…
What are evaluation studies, and should they be published in RRQ
Technology and Literacy Education in the Next Century
The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior
David Reinking, Robert Schreiner, The Effects of Computer-Mediated Text on Measures of Reading Comprehension and Reading Behavior, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 536-552
Computer-Mediated Text and Comprehension Differences
Handbook of Literacy and Technology
The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume fr…
Technology and Literacy Education in the Next Century
For over 10 generations in America, a traditional concept of literacy as the ability to read and write print on a page has dominated schooling and adequately served the literacy demands of the society and of the workplace (Venezky, Wagner, & Ciliberti, 1991). In this not-so-distant past, during industrial and print-based economic eras, students learned functional uses of literacy and a body of knowledge that directly applied to workplace position…
Technology and Literacy Education in the Next Century
Negotiating the Multiple Realities of Technology in Literacy Research and Instruction
The authors consider the relation between research and practice as it applies to digital technologies. They do so within the multiple realities of different theoretical and methodological perspectives
The RRQ peer‐review process
On metaphors and editing
What are evaluation studies, and should they be published in RRQ
Revealing an exchange between authors and reviewers about statistical significance
Reflections on our editorship
o a greater degree than many professions, the professional lives of scholars are characterized by overlapping cycles of beginnings and endings.Each academic year has an overarching rhythm of activities, events, responsibilities, and interactions comprising many smaller units such as courses, committees, and conferences, each with its own beginning and ending.Likewise, doctoral students begin a program and graduate.New students replace them in a c…
Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction
This research explores literacy teachers’ perceptions of integrating information communication technologies ( ICT s) into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted. The survey provided data concerning the types and levels of reported availability and use of ICT s, beliefs about the importance of integrating ICT s into literacy instruction, and perceived obstacles to doing so…
South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction
We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although …
Do We Need More Productive Theorizing? A Commentary
In this commentary, we argue that literacy research would be more productive if researchers had a clearer, more nuanced understanding of theory. Specifically, we argue that theory in a practice‐oriented field is most fundamentally productive when it provides instrumental guidance for literacy beyond academic understanding about literacy. Premises for that argument are presented, as well as how productivity connects to an instrumental view of theo…
The Trouble With Binaries
In this article, we critique the science of reading when it is positioned within the reading wars as settling disagreements about reading and how it should be taught. We frame our argument in terms of troublesome binaries, specifically between nature and nurture. We interpret that binary in relation to Overton’s distinction between split and relational metatheories, with the latter suggesting a more integrative view of nature and nurture. Focusin…
Legislating Phonics
In this commentary, we identify a phonics-first ideology and its polemical distortions of research and science to promote legislation that constrains and diminishes the teaching of reading. We affirm our own, and a majority of reading professionals’, commitment to teaching phonics. However, we argue that phonics instruction is more effective when embedded in a more comprehensive program of literacy instruction that accommodates students’ individu…
Computer Science (11 works) · Psychology (11 works) · Literacy (8 works) · Pedagogy (8 works) · Sociology (8 works) · Linguistics (7 works) · Mathematics education (7 works) · Philosophy (7 works) · Reading (process) (7 works) · Citation (4 works)