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Titolo:
READERS IMPLICIT MODELS OF READING
Autore:
SCHRAW G; BRUNING R;
Indirizzi:
UNIV NEBRASKA,DEPT EDUC PSYCHOL,1313 SEATON HALL LINCOLN NE 68588 UNIV NEBRASKA,CTR INSTRUCT INNOVAT LINCOLN NE 00000
Titolo Testata:
Reading research quarterly
fascicolo: 3, volume: 31, anno: 1996,
pagine: 290 - 305
SICI:
0034-0553(1996)31:3<290:RIMOR>2.0.ZU;2-7
Fonte:
ISI
Lingua:
ENG
Soggetto:
MOTIVATION; ACHIEVEMENT; CLASSROOM;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Physical, Chemical & Earth Sciences
Physical, Chemical & Earth Sciences
Citazioni:
55
Recensione:
Indirizzi per estratti:
Citazione:
G. Schraw e R. Bruning, "READERS IMPLICIT MODELS OF READING", Reading research quarterly, 31(3), 1996, pp. 290-305

Abstract

WE EXAMINED the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role ofthe reader) and reader engagement. A factor analysis of a self-reportinventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model(i.e., beliefs that meaning is constructed by a transaction between the reader, author, and text). Beliefs relating to each of the two models were independent, indicating that readers held multiple beliefs that potentiallyaffected their reading engagement. A cross-classification of readers using scores on each of the factors revealed that endorsing a transactional model was related to higher recall of an expository text. This was true of both text propositions and propositional modifiers. An analysis of reader response essays completed after reading indicated that individuals high on the transactional dimension reported more criticalevaluations of the text, were more likely to relate text information to prior knowledge, and reported more affective responses such as anger and empathy. Implications for reading theory and instruction were discussed.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 11/07/20 alle ore 07:54:22