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Hoover, Wesley A.; Tunmer, William E. – Reading Research Quarterly, 2022
A recent article in this journal claims that the simple view of reading represents a long-outdated account of what underlies the ability to read. Its authors argue that if teachers are to be better informed about what is known about reading then the simple view must be replaced by a more current model, one that captures the substantial progress…
Descriptors: Reading Research, Reading Skills, Models, Misconceptions
Besner, Derek; O'Malley, Shannon – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
J. C. Ziegler, C. Perry, and M. Zorzi (2009) have claimed that their connectionist dual process model (CDP+) can simulate the data reported by S. O'Malley and D. Besner. Most centrally, they have claimed that the model simulates additive effects of stimulus quality and word frequency on the time to read aloud when words and nonwords are randomly…
Descriptors: Reading Processes, Word Frequency, Models, Reading Aloud to Others
Pruisner, Peggy – TechTrends: Linking Research and Practice to Improve Learning, 2009
As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…
Descriptors: Teacher Education Programs, Reading Research, Reading, Federal Legislation

Fry, Pamela G. – Reading Psychology, 1994
Argues that a model of metaphorical thinking developed by 18th-century Italian rhetorician Giambattista Vico demonstrates how meaning is constructed in the reading process. Presents key Vichian concepts, followed by an explanation of how metaphors are created to construct new meaning. Compares the process to an interactive model of reading. (RS)
Descriptors: Elementary Education, Metaphors, Models, Reading
Cambourne, Brian – Australian Journal of Reading, 1979
Indicates that theoretical models describing the flow of information when reading takes place can be categorized as outside-in or as inside-out; suggests that the latter fit the evidence of reading research better. Supports the idea that practice should flow from theory. (TJ)
Descriptors: Elementary Education, Learning Theories, Models, Reading Instruction

Tierney, Robert J.; Pearson, P. David – Language Arts, 1983
Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)
Descriptors: Models, Reading Processes, Reading Skills, Schemata (Cognition)

Reynolds, Ralph E. – Scientific Studies of Reading, 2000
Addresses lack of overlap and intercommunication between research on early reading and reading comprehension. Discusses metacognitive control in reading and learning processes. Suggests the emancipation of attentional resources by the automatization of lower level word identification and higher level basic comprehension skills. Concludes with…
Descriptors: Metacognition, Models, Reading Comprehension, Reading Processes
Dagostino, Lorraine; Carifio, James – 1993
This paper presents a model delineating attributes which enable a literate reader to successfully participate in a pluralistic society. The paper outlines the model as building upon and defining the traditional skills and schema views of reading comprehension which include maturity, attitudes, dispositions, intellectual abilities, knowledge, and…
Descriptors: Literacy, Models, Reader Text Relationship, Reading Attitudes

Reilly, Ronan G. – Journal of Research in Reading, 1985
Highlights ways in which standard information processing models of language, and specifically of reading, are deficient. Deficiencies are considered under four headings: (1) theoretical rigour, (2) the interaction of different levels of information during reading; (3) the parallel nature of much of human information processing, and (4) reading…
Descriptors: Cognitive Processes, Language Processing, Models, Reading Comprehension

Carver, Ronald P. – Scientific Studies of Reading, 1997
Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…
Descriptors: Elementary Secondary Education, Models, Reading, Reading Achievement

Stanovich, Keith E. – Journal of Reading Behavior, 1990
Maintains that progress in understanding reading is impeded when researchers working from different perspectives adopt the assumption of paradigm incompatibility. Argues that this assumption is false, and that progress toward a comprehensive understanding of the reading process would be hastened if investigators from all perspectives agreed to a…
Descriptors: Higher Education, Models, Reading Processes, Reading Research
Gaonac'h, Daniel – Francais dans le Monde, 1993
A summary of the major concerns involved in modeling the process of reading attempts to integrate both the cognitive, psychological aspects of the process and some salient aspects of learning to read in a second language. A model of reading as a cognitive activity is outlined. (four references) (CNP)
Descriptors: Cognitive Processes, Models, Psycholinguistics, Reading Processes
Bulcock, Jeffrey W.; Beebe, Mona J. – 1984
Distinguishing between interpretive and formal models of discourse processing and between qualitative and quantitative research, this paper argues that formal models are the analogues of interpretive models, and that the two are complementary. It observes that interpretive models of reading are being increasingly derived from qualitative research…
Descriptors: Cognitive Processes, Discourse Analysis, Language Processing, Models

Royer, James M. – Contemporary Educational Psychology, 1985
This paper proposes a reading model based on the metaphorical usage of neurobiological knowledge. The basic units, organization, and functioning of the Nurogen Model are described. The model's empirical scope is discussed focusing on letter and word perception, theme effects in comprehension, and the influences of text characteristics upon…
Descriptors: Biology, Cognitive Development, Metaphors, Models
Pulvertaft, Ann – Australian Journal of Reading, 1984
Argues that the process-conference approach to writing has handed back control of the learning process to the learner and is likely to have far reaching effects on the reading program as well. (HOD)
Descriptors: Educational Change, Models, Process Approach (Writing), Reading Processes