We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading:…

I present an analysis of antecedent mismatch effects under ellipsis based on information structure, in which apparent syntactic parallelism effects are explained as a consequence of an information structural constraint requiring topic/comment parallelism for contrastive topics. Experimental findings in support of this hypothesis demonstrate first…

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,…

Texts are typically classified by researchers into one of two genres: narrative or expository. Narrative texts are meant to entertain (e.g., fictional novels and stories), while expository texts are meant to educate (e.g., text books and empirical articles) (Weaver & Bryant, 1995). One problem with this simple method for categorizing texts is that…

Changes in the teaching of reading during the past decade include a shift away from a previous emphasis on "one-to-one" learning experiences to a focus upon more communal forms of learning which place the teacher center stage. With the teacher's role thus highlighted, teacher-pupil interaction in practice has come under the spotlight, with a…

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…

Examined the different influences of comprehension-skill and domain-knowledge components on learning from text. Found that learning from an expanded text with explicit causal relations was related to reading comprehension skill rather than prior knowledge, whereas learning from an unexpanded text that did not spell out causes was a function of…

Asks what role miscue analysis might play and how it might be (re)defined, given a view of reading and writing as "complex human activities taking place in complex human relationships." Examines some of the original assumptions underlying miscue analysis, then redefines it by highlighting three aspects of reading and writing:…

Argues that the Reading Recovery Program presents a model that allows children to interact with the semantic, syntactic, and visual cues of text based on the language they already possess. Suggests that the result is a fusion of horizons between the child and the text which brings forth an understanding of the reading process. (RS)

This study investigated the effects of linguistic simplification and content schemata on reading comprehension and recall. The participants, 240 Iranian male students of English as a foreign language (EFL), were divided into 4 homogeneous groups, each consisting of 60 participants (30 with high proficiency and 30 with low proficiency). To elicit…

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)

Examines relationships between readers' implicit models of reading processes and reader engagement. Notes that a factor analysis produced factors corresponding to a transmission model or to a transactional model. Finds that endorsing a transactional model was related to higher recall of expository text, and that individuals high on the…

A series of studies investigated the manner in which information is utilized during fixations in continuous reading. Utilization refers to visual information being processed to further the comprehension of the text being read, in contrast to registration, which refers to visual information simply being available to the brain. The studies…

Differing views on how meaning in a literacy event is formed have a large impact upon literacy instruction and language research. Teaching and research are often conducted without considering who is in charge of meanings. Yet the answer to this question establishes an interpretive frame that creates the questions, methods, and findings in language…

This essay explores the concept of reader stance as defined by L. Rosenblatt (1978, 1994) as a useful framework from which to view the relative imbalance between the efferent and aesthetic reading of literature, particularly among schoolage adolescents. It then examines how 4 theoretical models and perspectives offer considerable explanatory…