ERIC Number: ED239225
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Understanding Reading Comprehension: Cognition, Language, and the Structure of Prose.
Flood, James, Ed.
Intended to illuminate current understanding of how the reader's cognition and language and the text's structure affect the processing of prose, this volume contains articles written by educators, linguists, psychologists, and artificial intelligence experts on issues of comprehension research. The first part of the book examines reading comprehension as a cognitive process. The second part explores the relationships between important aspects of language study and reading, while part three focuses on the relationship between text structure and reading comprehension. The 12 essays discuss the following: (1) understanding comprehension; (2) cognitive monitoring in reading; (3) the linearity of reading; (4) consciousness and reading comprehension; (5) an artificial intelligence (AI) perspective on reading comprehension; (6) language development and reading; (7) word finding, word organizing, and reading; (8) comprehension rates in listening or reading; (9) prose structure in content areas; (10) coherent and cohesive harmony; (11) cognitive psychology and readability; and (12) continuities and discontinuities in readability and prose comprehension. (HTH)
Descriptors: Artificial Intelligence, Child Language, Classification, Cognitive Processes, Language Acquisition, Linguistics, Listening Comprehension, Psychology, Readability, Reading Comprehension, Reading Research, Reading Skills
International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714 (No. 736, $10.00 member, $16.00 non-member).
Publication Type: Guides - General
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Authoring Institution: International Reading Association, Newark, DE.
Identifiers: Comprehension Monitoring; Reader Text Relationship; Text Structure
Note: Prepared by the International Reading Association Cognitive Psychology and Reading Comprehension Committee.