Theoretical Issues In Reading Comprehension
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Theoretical Issues in Reading Comprehension
Failures to comprehend and levels of processing in reading / Marilyn Jager Adams--Schemata : the building blocks of cognition / David E. Rumelhart--multiple theory formation in speech and reading / William A. Woods--Syntactic aspects of reading comprehension / A.W.F. Huggins and Marilyn Jager Adams--Pragmatics and reading comprehension / Jerry L. Morgan and Georgia M. Green--Syntax beyond the sentence : anaphora / Bonnie Lynn Webber--Discourse and linguistic theory / Jerry L. Morgan and Manfred B. Sellner--Psychological correlates of text structure / Ernest T. Goetz and Bonnie B. Armbruster--Literary theory, rhetoric, and stylistics : implications for psychology / William F. Brewer--Constructive processes in prose comprehension and recall / Rand J. Spiro--category structure and the development of categorization / Carolyn B. Mervis--Theories of semantic memory : approaches to knowledge and sentence comprehension / Edward J. Shoben--The meaning of words in context / Richard C. Anderson and Zohara Shifrin--Metaphor / Andrew Ortony--Plans and social actions / Bertram C. Bruce--Interference in text understanding / Allan Collins, John Seely Brown, and Kathy M. Larkin--A theoretical taxonomy of the differences between oral and written language / Andee Rubin--On the dialect question and reading / William S. Hall and Larry F. Guthrie--Metacognitive development and reading / Ann L. Brown--Study strategies and adjunct aids / Thomas H. Anderson--The role of illustrations in reading comprehension / Diane Lemmonnier Schallert--Topic interest and children's reading comprehension / Steven R. Asher--Skill hierarchies in reading comprehension / Barak V. Rosenshine--Teaching reading comprehension in the middle grades / Joseph R. Jenkins and Darlene Pany.
Theoretical Issues in Reading Comprehension
Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.
Theoretical Issues in Reading Comprehension
Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.