(120) Speeches/Conference Papers (150)

When reading educators encounter a student's interpretation of a text that is different than that which an author may have intended, they have to determine if such an interpretation is valid according to their criteria for students. Much of this rests with educators ' conceptions of the reading process and the role of the reader in the interpretation of a text. If educators recognize the role that students ' background knowledge plays in the interpretation of a text and the potential for valid interpretations that may differ from that of the author, then through what criteria do educators evaluate and judge students ' interpretations? The main criterion will be a student's ability to produce textual evidence in support of his or her interpretation. A. Collins, J. S. Brown, K. M. Larkin, L. M. Phillips and Kang offer various models of thinking through which students may critically examine their ow