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…

The study of schema theory as part of the inquiry into the nature of language comprehension has drawn attention to the reader's central role in the construction of text-guided meaning. Contemporary schema theory represnts a major step in the effort to move away from a reductionist view of reading comprehension. Specifically, it focuses on wbat…

The study investigated the use of phonological encoding and chunking strategies (the skimming and clustering of highly familiar material into meaningful units) with congenitally deaf students at the middle and upper levels of an oralist school as well as hearing students at the second, third, fourth, fifth, and college grade levels. Ss were asked…

EFFORTS TO LEARN HOW THE ARRANGEMENTS OF THE PRINTED TEXT AFFECTS READING EFFICIENCY WERE SUMMARIZED. SEVERAL ASSUMPTIONS WERE BASIC. FIRST, ONE OF THE PURPOSES IS DEFINED AS INVESTIGATION OF ANY IDEA WHICH MIGHT LEAD TO RAISING THE EDUCATIONAL LEVEL. SECOND, IT IS ASSUMED THAT THE DISCOVERY OF A MEANS OF RAISING THE LEVEL OF READING COMPREHENSION…

Much of the current research in reading processes has been aided by movements in experimental psychology known as information processing psychology, cognitive psychology, and cognitive science. The information processing movement has contributed three important ideas: (1) Logogen theory of a cognitive response unit that is sensitive to the set of…

Modern reading theories that are concerned with the reading process of either mature or immature readers show no clearcut concern with unit size. The various graphic units that are encountered by the reader include letters, graphemes, clusters (such as blends), syllables, phonograms, affixes and roots, words, phrases, sentences, paragraphs,…

This paper is part of a larger work developed over a period of three years on the interrelationship of theories of composing and interpreting. Following an introduction, the second and major part of the paper summarizes the four classifications of theoretical models of reading: information processing models, hypothesis testing models,…

A dynamic model of reading that represents the processes of gaining idiosyncratic integrated meaning from the silent reading of continuous textual discourse has been developed. It includes the roles of the affective interactions as well as the cognitive connections and integrations energized during the silent reading of a continuous text. The…

Three problems in the use of eye movement data for the study of language processing are discussed in this report: the perceptual span problem, the data summary problem, and the eye-mind lag problem. Recent research on perception during reading that bears on these problems is also described. Finally, a general approach to the use of eye movement…

The factors which determine the nature of a reading program are discussed in order to identify differences in reading instruction at the elementary and secondary levels. These factors are the developmental status of the learner, the demands of the curriculum, and the structure of the reading process. The differences in the developmental status of…

The present series of experiments was designed to examine the factors affecting the ability of people to draw inferences from a passage of text. It was found that, using a true-false recognition test, proportion correct was higher and reaction time shorter on inferred information than on information that was actually presented. This was the case…

The effect on comprehension of words containing more than one meaning was studied. In experiment one, subjects in grades four, five, and six were assessed on their ability to recall polysemous words and identify their meanings after having read them in sentence contexts. When words were assigned their primary sense in the sentences, subjects…

The purpose of this study was to determine the part of a word upon which first and fifth graders depend most in word recognition and to determine whether any change occurs between grades one and five. Fifty-six first grade students and sixty-three fifth graders were tested. The children individually read sixty words from flash cards presented by…

Causal priorities between word meaning ability and paragraph meaning ability were examined in three types of readers across a period of nine months. Subjects were 180 pupils in seventh and eighth grade. They were categorized by relative performance in word and paragraphs meaning into three groups defined as "balanced," and "word dominant," and…

This paper discusses six instructional techniques for strengthening strategies of comprehending written language: the language experience approach to develop awareness of the sensible nature of language; story-division to strengthen semantic prediction; reader-illustrations to develop thought units; paragraph-analysis to reduce uncertainty;…