Application of Theories of Reading to Instruction

Our role in this volume is to discuss the application of theory to reading instruction. The relationship between theory and instructional practice is not necessarily straightforward (Kintsch 1979; Resnick 1975; Weaver and Resnick 1979). One of the reasons there is not always a direct link is that the development of theory is not necessarily pursued for the purpose of influencing practice. At the most basic level, scientists are concerned with explaining how phenomena work and may not have as a primary goal that such explanations be directly applicable to practical concerns. Another reason that the link between theory and practice is sometimes problematic is that even when there is concern to relate theory to practice, it may not be transparent how such a relationship should be drawn. Often, when theory is discussed, suggestions for applying it take the form of general recommendations rather than concrete demonstrations.

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