Reading Expository Material

319 Pages·1982·38.091 MB·English

by  Wayne Otto

Reading Expository Material
EDUCATIONAL PSYCHOLOGY
Allen J. Edwards, Series Editor
Department of Psychology
Southwest Missouri State University
Springfield, Missouri
Published
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Aspects of Early Childhood Education: Theory to Research
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The list of titles in this series continues on the last page of this
volume.
Reading Expository Material
Edited by
Wayne Otto
Sandra White
Wisconsin R&D Center for Individualized Schooling
Madison, Wisconsin
1982
ACADEMIC PRESS
A Subsidiary of Harcourt Brace Jovanovich, Publishers
New York London
Paris San Diego San Francisco Säo Paulo Sydney Tokyo Toronto
Extract on p. 107 is from "Stopping by Woods on a Snowy
Evening" from THE POETRY OF ROBERT FROST
edited by Edward Connery Lathem. Copyright 1923,
1969 by Holt, Rinehart and Winston. Copyright 1951
by Robert Frost. Reprinted by permission of
Holt, Rinehart and Winston, Publishers.
Copyright © 1982-the Board of Regents of The University of
Wisconsin System. Copyright is claimed until 1992. Thereafter
all portions of this work covered by this copyright will be in
the public domain. This work was developed under a grant
from the Department of Education to the Wisconsin Center
for Educational Research. However, the content does not
necessarily reflect the policy of that Agency, and no official
endorsement of these materials should be inferred.
ACADEMIC PRESS, INC.
Ill Fifth Avenue, New York, New York 10003
United Kingdom Edition published by
ACADEMIC PRESS, INC. (LONDON) LTD.
24/28 Oval Road, London NW1 7DX
Library of Congress Cataloging in Publication Data
Main entry under title:
Reading expository material.
(Educational psychology)
Includes bibliographies and index.
1. Reading comprehension—Addresses, essays, lectures.,
2. Reading, Psychology of—Addresses, essays, lectures.
3. Learning, Psychology of—Addresses, essays, lectures.
k. Cognition—Addresses, essays, lectures. I. Otto,
Wayne. II. White, Sandra. III. Series.
LB1050. 1+5.RJ+2 J+28. k '3 82-1+051*
ISBN 0-12-531050-1 AACR2
PRINTED IN THE UNITED STATES OF AMERICA
82 83 84 85 9 8 7 6 5 4 3 2 1
Contents
Contributors xi
Preface xiii
INTRODUCTION
I Introduction 3
Wayne Otto
Improving Readers' Comprehension: Reading Specialists Contemplate the Rainbow 3
Purpose and Plan of the Book: Off to See The Wizard 5
References 8
vl CONTENTS
"
THE READER
C_ The Significance of Knowledge: A Synthesis of
Research Related to Schema Theory 13
Diane Lemonnier Schauert
The Historical Milieu 14
Schema Theory 20
On Learning from Informative Discourse 40
Closing 41
References 42
J Memory Development in the Young Reader:
The Combined Effects of Knowledge Base
and Memory Processing 49
Mary ). Naus
Children's Mnemonic Strategies 51
The Knowledge Base 53
Effects of the Knowledge Base on Mnemonic Strategies 60
Effects of the Knowledge Base on ' 'Automatic'' Processes 68
Summary 70
References 71
^t Reader Knowledge and Classroom Instruction 75
Rebecca Ban
Knowledge and Strategies of Readers 75
Classroom Instructional Practice 77
Theory into Practice 80
References 84
III·
THE TEXT
_D Text Representations 87
Walter Kintsch
CONTENTS vü
Discussion of
Walter Kintsch s Text Representations" 103
Harry Singer
7
Adjunct Aids and the Control of Mathemagenic
Activities during Purposeful Reading 109
Ernst Z. Rothkopf
Strategies for Research with Hopes for Application 110
Cognitive Models of Reading Processes 112
Mathemagenic Activities and Adjunct Aids 113
Some History 113
What Are Adjunct Aids to Learning from Text? 115
How Are Mathemagenic Processes Inferred? 116
Mathemagenic Functions 117
Topography 117
Control of Mathemagenic Activities 119
A General Conceptual Model 129
Some Practical Comments about Adjunct Aids 134
Misunderstandings about Adjunct Questions 136
References 136
8
Toward an Instructional Theory for Learning from
Text: A Discussion of Ernst Rothkopf's "Adjunct
Aids and the Control of Mathemagenic Activities
during Reading" 139
Harry Singer
Conditions for Success in Learning from Text 140
Conceptual Model for Learning from Text 143
Epilog 144
References 145
Developing a Conceptual Framework
for Applying Text Related Research to
Classroom Instruction 147
Charles Peters
viü CONTENTS
THE INTERACTION OF READER WITH TEXT
10 On the Structure and Meaning of Prose Text 155
Angeh Hildyard and David R. Olson
Semantic Structures, Possible Worlds and Intentions 156
The Development of Aspects of Meaning 165
General Discussion 181
Reference Notes 183
References 183
11 Aims and Features of Text 185
]ohn T. Guthrie
12 Metacognitive Aspects of Reading 189
Steven R. Yussen, Samuel R. Mathews 11, and Elfrieda Hieben
Introduction 189
The Early Years 192
The Later Years 200
Concluding Thoughts and Impressions 213
References 215
13 Reader and Text — Studying Strategies 219
Thomas H. Anderson and Bonnie B. Armbruster
Introduction 219
State Variables 220
Processing Variables 222
Research on Common Studying Techniques 228
Conclusions 239
Reference Notes 239
References 239
CONTENTS ix
14 Reader and the Text-Three Perspectives 243
Marianne Amarel
Common Threads 243
Literal Meaning 246
The Metacognitive Aspects of Reading 249
Studying Skills 253
Concluding Thoughts 255
References 257
v,
REACTIONS TO THE CONFERENCE
15
Classroom Implications from
Present Research on Expository Material 259
Bernard L. Hayes
Classroom Instruction and Learning Implications 260
The Reader 261
The Text 261
Interaction of Reader with Text 262
Conclusion 263
References 263
IB
Role of the Teacher in Fostering Comprehension
of Expository Text: Comparison of Theory and
Practices Advocated in
Teacher Education Textbooks 267
Eunice N. Askov
Implications for Teaching Reading Comprehension 267
Reading Comprehension in Reading Methods Textbooks 271
The Reader 272
The Text 272
Reader—Text Interaction 272
Conclusion 273
Appendix: Teacher Education Textbooks Surveyed 274