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ERIC Number: ED201964
Record Type: RIE
Publication Date: 1981-Apr
Pages: 151
Abstractor: N/A
Reference Count: 0
A Componential Theory of Reading Skills and Their Interactions. Final Report.
Frederiksen, John R.
A project was organized to understand and identify basic variations in reading ability by its information processing components. Focusing on three major processing levels in reading--word analysis, discourse analysis, and integration of word/discourse analysis--preliminary research identified perceptual and cognitive skill components of reading and formulated techniques for measuring those skills. Based on data from 48 high school students, the measurements and statistical analyses ultimately focused on eight basic components of reading: letter encoding, multiletter encoding, phonemic translation, lexical access, use of context, predictive extrapolation of a discourse representation, sensitivity to topicality in text, and semantic integration of antecedents within a discourse representation. Factor analysis evaluating the model established the relationship of the reading components to conventional reading tests and to other cognitive abilities. Research then was directed at developing a causal model for the interactions among the reading components, yielding a number of alternative interactive theories. The proposed independent effect of automaticity at the word analysis level on discourse processing components was interpreted as supporting a resource sharing model for process interaction. (Sections of this report describe the general theoretical framework of the project, the structural models and the analysis of covariance structures, the componential analysis of reading skills, analysis of component interactions, and the examination of the reading ability construct.) (RL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Naval Research, Washington, DC. Psychological Sciences Div.; Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: N/A