ABSTRACT
This chapter provides readers with a brief outline of pertinent scholarship on reading in composition studies as a framework for those who wish to do further reading. Scholarship on reading in composition generally casts reading as a problem of some sort. In 1943, George S. Wykoff characterized students’ poor reading as a “problem” that composition teachers needed to solve since “reading is a primary or supplementary aid in teaching composition”. Reading has been portrayed as a problem for writing teachers when it distracts from the work of teaching writing. Rhetorical reading is a particular way composition scholars viewed the way readers react to texts and act on them through writing. Students reading in digital environments, or in print with access to digital sources, are partially creating their textual experiences as they read, based on the additional sources they incorporate. The chapter also presents an overview of the key concepts discussed in this book.
