Understanding Readers' Understanding: Theory To Practice
Robert J. Tierney, Patricia L. Anders, Judy Nichols Mitchell
Routledge, Feb 1, 2013 - Education - 344 pages
This collection features papers addressing current issues in reading comprehension from cognitive and linguistic perspectives. Organized into three sections, the volume investigates text considerations and reader-text interactions. Each paper presents a substantial and comprehensive review of theory and research related to cognition and reading comprehension.
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advance organizer Anderson Arizona State University author’s background knowledge Bartlett basal reader Beaugrande Burger King chapter chile classroom Cognitive Psychology concepts content area context deﬁned deﬁnition Dijk Educational effects example facilitate Fanshel ﬁnd ﬁndings ﬁrst Freedle function goals graders Halliday Hillsdale identiﬁed inferences inferential comprehension inﬂuence instruction interaction interpretation Journal of Verbal Kintsch language Lawrence Erlbaum Associates Learning and Verbal linguistic literal literary logical long-term memory meaning memory metaphor Meyer narrative notion one’s Ortony passage perception perspective pragmatic prereading prior knowledge prose prototype questions R. J. Spiro read to learn reader’s readers reading comprehension recall reﬂect relationships relevant representation response Rosch Rumelhart Schallert schema schemata semantic semantic memory sentence setting students signiﬁcant signiﬁcantly social speciﬁc SQ3R story strategies syntax task teacher textual theory tion top-level structure topic understanding University Verbal Behavior Verbal Learning words York