This paper proposes a new theoretical framework for reading instruction in second/foreign language classrooms. The theoretical framework introduced in this paper is called the Schematic Information-Processing (SIP) model of reading comprehension and is a combination of video-based instruction and various reading comprehension theories, models, and…

Most action researchers agree that action research consists of cycles of planning, acting, reflecting, and taking further action. However, in action research literature, there is something missing. The nature of reflection in the action research process, including its relationship with the tensions that arise while discussing purposes, processes,…

This paper gives a short analysis of the nature of reading. Though it is generally believed that reading involves perceiving the written form of language, the term reading has not been clearly defined up to date. It is possible to see reading as a process, or to examine the product of that process. Three reading models, namely Bottom-up Model,…

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)

Theoretical and empirical perspectives are introduced in this article to support applications of Piaget's theory to reading acquisition. Research literature linking initial reading acquisition and Piaget's formulation are reviewed with regard to operational thought and process analysis of reading achievement, perception, and comprehension.…

Information processing models indicate that learning occurs in the interaction of three systems: perceptual (receiving information), memory (selective storing of information), and performance (using the processed information). The three systems working together affect each other and together demonstrate learning. Reading, then, is the organization…

Reviews research establishing the pervasiveness of the teacher variable, and discusses a new hypothesis for reading teacher research--that both the teaching and the learning of reading are theoretically based. (JM)

Recent models of beginning reading processes are described, and the author offers the following summarization: (1) Models at present focus on cognitive aspects of reading; little attempt has been made to incorporate affective aspects into the models. (2) Several different theoretical positions within psychology representing a wide variety of…

Suggests that the application of the economists' paradigm, which is that an economic entity will behave in a positive way if he or she perceives the benefits of that behavior as outweighing the costs, can be applied to the problem of reading difficulties. (DF)

Explores parallels between new paradigms in the sciences, particularly quantum physics, chemistry, and biology, and new paradigms in reading and literary theory, particularly a socio-psycholinguistic, semiotic, transactional view of reading, and a transactional view of the literary experience. (HOD)

Variables affecting long-term retention are examined: (1) learner history--including ability, prior knowledge and self-confidence; (2) events (teaching techniques) occurring immediately before reading; (3) events occurring during reading; and (4) events in the retention interval, particularly practice effects. The ACT associationist model is used…

Behaviorism cannot adequately explain language processing. A synthesis of the psycholinguistic and information processing approaches of cognitive psychology, however, can provide the basis for a speculative analysis of reading, if this synthesis is tempered by a perceptual learning theory of uncertainty reduction. Theorists of information…

Based on the idea that mastery of reading is a complex problem to be solved by a child, the author discusses the learning-to-read process as a series of discoveries of solutions to subproblems, all of which are then ordered into a total system. As a child's attempted solutions approximate more closely the reality of each aspect of the reading…

Teachers' concern with the "what" of reading has clouded the issue of the "how" of reading. Knowledge of how a child goes about particular reading tasks may give clues to the difficulties he is encountering. Work with disabled readers during three phases of behavior--(1) before the breakthrough in acquiring a reading process, (2) at the time of…