Theoretical issues in reading comprehension : perspectives from cognitive psychology, linguistics, artificial intelligence, and education
Author(s)
Bibliographic Information
Theoretical issues in reading comprehension : perspectives from cognitive psychology, linguistics, artificial intelligence, and education
（The Psychology of reading）
L. Erlbaum Associates, 1980
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Note
Includes bibliographies and index
Description and Table of Contents
Description
Research in cognitive psychology, linguistics, education and artificial intelligence -- the four disciplines that have the most direct application to an understanding of the mental processes in reading -- is presented in this multilevel work that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involoved in the comprehension of written text. The underlying message in most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words.
Table of Contents
Contents: Part I:Global Issues. M. Jager Adams, Failures to Comprehend and Levels of Processing in Reading. D.E. Rumelhart, Schemata: The Building Blocks of Cognition. W.A. Woods, Multiple Theory Formation in Speech and Reading. Part II:Text Structure. A.W.F. Huggins, M.Jager Adams, Syntactic Aspects of Reading Comprehension. J.L. Morgan, G.M. Green, Pragmatics and Reading Comprehension. B.L. Webber, Syntax Beyond the Sentence: Anaphora. J.L. Morgan, M.B. Sellner, Discourse and Linguistic Theory. E.T. Goetz, B.B. Armbruster, Psychological Correlates of Text Structure. W.F. Brewer, Literary Theory, Rhetoric, and Stylistics: Implications for Psychology. Part III:Language, Knowledge of the World, and Inference. R.J. Spiro, Constructive Processes in Prose Comprehension and Recall. C.B. Mervis, Category Structure and the Development of Categorization. E.J. Shoben, Theories of Semantic Memory: Approaches to Knowledge and Sentence Comprehension. R.C. Anderson, Z. Shifrin, The Meaning of Words in Context. A. Ortony, Metaphor. B.C. Bruce, Plans and Social Actions. A. Collins, J.S. Brown, K.M. Larkin, Inference in Text Understanding. Part IV:Effects of Prior Language Experiences. A. Rubin, A Theoretical Taxonomy of the Differences Between Oral and Written Language. W.S. Hall, L.F. Guthrie, On the Dialect Question and Reading. Part V:i Comprehension Strategies, Facilitators, and Instruction. A.L. Brown, Metacognitive Development and Reading. T.H. Anderson, Study Strategies and Adjunct Aids. D. Lemonnier Schallert, The Role of Illustrations in Reading Comprehension. S.R. Asher, Topic Interest and Children's Reading Comprehension. B.V. Rosenshine, Skill Hierarchies in Reading Comprehension. J.R. Jenkins, D. Pany, Teaching Reading Comprehension in the Middle Grades.
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