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ERIC Number: ED072397
Record Type: RIE
Publication Date: 1971
Pages: 100
Abstractor: N/A
Reference Count: N/A
Reading Comprehension to 1970: Its Theoretical and Empirical Bases, and Its Implementation in Secondary Professional Textbooks, Instructional Materials, and Tests.
Harker, William John
This study was designed: (1) to determine current concepts of reading comprehension deriving from experimental investigations and theoretical statements, and (2) to establish whether these concepts are represented consistently in current secondary professional reading textbooks, instructional materials, and published tests. Current knowledge of the nature of reading comprehension was found to derive from three sources: experimental investigations, verbal descriptions, and models. Experimental investigations have been primarily statistical analyses, studies of specificity of comprehension, and introspective-retrospective case studies. Verbal definitions of comprehension are of two types--skills-based and cognitive-based. Models have provided a number of definitions of comprehension, including definitions in terms of separate overt skills, hierarchical organizations of educational outcomes, external factors influencing the attainment of comprehension, cognitive operations, and psycholinguistic activity. The concepts of comprehension represented in secondary professional textbooks are expressed by verbally defined skill-based hierarchies. The conclusion was that a basic dichotomy exists between those concepts of comprehension expressed in terms of overt behavior and those described in terms of covert behavior. (Author/WR)
Canadian Theses on Microfilm, Cataloguing Branch, National Library of Canada, Ottawa (Order No. TC-10281, Mfilm $4.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ed.D. Thesis, The University of British Columbia