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Cognitive Approaches to Understanding Reading

Cognitive Approaches to Understanding Reading Advances in linguistic theory, artificial intelligence, and cognitive psychology have enabled research on reading to uncover the underlying component processes and their relationships during the past decade. Emphasis on the outcomes of reading has been supplemented by attention to the complex cognitive processes involved. Beck and Carpenter discuss three topics to convey some of the substantive theoretical progress that has demonstrated instructional implications: (a) progress in elucidating a general model of reading; (b) issues related to procedures for developing word recognition accuracy and effciency; and (c) issues related to improving comprehension through the training of text processing and enhancement of vocabulary and background knowledge repertoires. This research has stimulated the development of instructional programs to influence fundamental cognitive skills involved in the process of reading.—The Editors http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Psychologist American Psychological Association

Cognitive Approaches to Understanding Reading

American Psychologist , Volume 41 (10): 8 – Oct 1, 1986

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Publisher
American Psychological Association
Copyright
Copyright © 1986 American Psychological Association
ISSN
0003-066x
eISSN
1935-990X
DOI
10.1037/0003-066X.41.10.1098
Publisher site
See Article on Publisher Site

Abstract

Advances in linguistic theory, artificial intelligence, and cognitive psychology have enabled research on reading to uncover the underlying component processes and their relationships during the past decade. Emphasis on the outcomes of reading has been supplemented by attention to the complex cognitive processes involved. Beck and Carpenter discuss three topics to convey some of the substantive theoretical progress that has demonstrated instructional implications: (a) progress in elucidating a general model of reading; (b) issues related to procedures for developing word recognition accuracy and effciency; and (c) issues related to improving comprehension through the training of text processing and enhancement of vocabulary and background knowledge repertoires. This research has stimulated the development of instructional programs to influence fundamental cognitive skills involved in the process of reading.—The Editors

Journal

American PsychologistAmerican Psychological Association

Published: Oct 1, 1986

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