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ERIC Number: ED035535
Record Type: RIE
Publication Date: 1969-Dec
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Theoretical Model of the Teaching-Learning Factors Believed to Be Interacting in the Development of Reading Comprehension.
Manzo, Anthony V.
A quasi-static learning model was proposed to describe the interaction of factors believed to be involved in the development of reading comprehension abilities. Reading comprehension was viewed as an extension of general language learning and subject to many of the same factors and complexities as is the development of language. There are five basic components to the model: (1) the power of the teacher, (2) the power of the learner, (3) the effect of the learning environment, (4) the nature of the task and content, and (5) the influence of time and intensity. Using the above factors, the model was represented as a mathematical formula. Diagrams are included. (WB)
Nineteenth National Reading Conference Yearbook
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the National Reading Conference, Atlanta, Ga., Dec. 4-6, 1969