ERIC Number: ED142945
Record Type: RIE
Publication Date: 1977-May
Reference Count: 0
Alternative Models in Reading Comprehension.
Kamil, Michael L.
Using reading models interchangeably with reading theories blurs the distinction between models as representations and theories as explanations. This report presents several models of reading comprehension and compares the functional purposes and research implications of selecting one model over another. The report draws the following conclusions: The serial processing versus parallel processing issue has emerged as a salient feature in the models presented, but, since this distinction has not been demonstrated to be meaningful or testable, it seems necessary to de-emphasize the issue in future models. Any model that assumes hierarchical processes should have impeccable evidence demonstrating the need for such an assumption. Although interactive models are more flexible than independent stage models, they need to be made more precise and more limited. Models should be fully grounded in data, and care should be taken in the construction and evaluation of models. Although much effort has been expended in modeling the reading process, what is needed now is more emphasis on theory. (Author/RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (22nd, Miami Beach, Florida, May 1977)