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ERIC Number: ED078397
Record Type: RIE
Publication Date: 1973
Pages: 19
Abstractor: N/A
Reference Count: 0
Concepts of Reading Comprehension and Their Representation in Current Secondary Reading Professional Textbooks, Instructional Materials and Tests.
Harker, W. John
A search of experimental and theoretical literature and an analysis of professional textbooks, instructional materials, and published tests were carried out in order to (1) determine current concepts of reading comprehension deriving from experimental investigations, verbal statements, and models and (2) establish the extent to which these concepts were represented consistently in current secondary reading professional textbooks, instructional materials, and published tests. The study revealed a basic dichotomy between concepts of comprehension described in terms of overt behavior (particular skills) and those described in terms of covert behavior (cognitive operations): much of the difficulty in understanding the nature of comprehension appears to derive from a failure among experimenters and theorists to associate overt behavior with underlying covert processes. It was concluded that until the covert psychological process which produces comprehension is explained, verbal descriptions of comprehension skills (and, by implication, instructional objectives) are almost certainly going to be imprecise. (Various experimental definitions of comprehension are delineated and a bibliography is appended.) (MF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Unpublished study conducted at Memorial University of Newfoundland