ERIC Number: ED173750
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Some Text-Level Considerations for a Model of Reading.
Kane, Janet H.
Models of reading have been proposed to guide researchers and educators in their theoretical research and instructional planning. The models specify important properties of the material to be read and processes the learner uses while reading. Two separate models of reading by K.S. Goodman and D. Rumelhart are similar in that they describe reading as a complex process made up of a large number of skills. The reader uses these skills to accomplish a specific goal: understanding the text. A model of reading expanding these models to text-level variables beyond the boundaries of individual sentences is needed. Discourse analysis considers standard versus scrambled discourse and specifications of the main idea. Four approaches to describing text structure identify relationships among textual units at varying levels of abstraction. A.L. Brown and S.S. Smiley, W. Kintsch, B.J.F. Meyer, and P.W. Thorndyke have complementary approaches to describing text-level variables. Discourse does have a specifiable structure and readers find certain kinds of structures easier to read than others. Although the research in this area is relatively new, there are implications for improved instruction of comprehension based on text structure with emphasis on understanding the main idea of a passage. (MKM)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A
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