A Componential Theory of Reading Skills and Their Interactions. Final Report. [Report No.: BBN-4649

Autor/in	Frederiksen, John R.
Institution	Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	A Componential Theory of Reading Skills and Their Interactions. Final Report. [Report No.: BBN-4649
Quelle	(1981), (151 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Componential Analysis; Longitudinal Studies; Models; Performance Factors; Predictor Variables; Reading Ability; Reading Processes; Reading Research; Reading Skills; Secondary School Students; Theories + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Leistungsindikator; Prädiktor; Reading competence; Lesekompetenz; Leseprozess; Leseforschung; Reading skill; Lesefertigkeit; Sekundarschüler; Theory; Theorie
Abstract	A project was organized to understand and identify basic variations in reading ability by its information processing components. Focusing on three major processing levels in reading--word analysis, discourse analysis, and integration of word/discourse analysis--preliminary research identified perceptual and cognitive skill components of reading and formulated techniques for measuring those skills. Based on data from 48 high school students, the measurements and statistical analyses ultimately focused on eight basic components of reading: letter encoding, multiletter encoding, phonemic translation, lexical access, use of context, predictive extrapolation of a discourse representation, sensitivity to topicality in text, and semantic integration of antecedents within a discourse representation. Factor analysis evaluating the model established the relationship of the reading components to conventional reading tests and to other cognitive abilities. Research then was directed at developing a causal model for the interactions among the reading components, yielding a number of alternative interactive theories. The proposed independent effect of automaticity at the word analysis level on discourse processing components was interpreted as supporting a resource sharing model for process interaction. (Sections of this report describe the general theoretical framework of the project, the structural models and the analysis of covariance structures, the componential analysis of reading skills, analysis of component interactions, and the examination of the reading ability construct.) (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01