A Cognitive Model of Reading for Elementary School Students.

Autor/in	Juel, Connie L.
Titel	A Cognitive Model of Reading for Elementary School Students.
Quelle	(1978), (36 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Decoding (Reading); Elementary Education; Information Processing; Models; Pronunciation; Reading Comprehension; Reading Processes; Reading Rate; Reading Research; Reading Skills; Semantics; Sentences; Word Recognition + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Dekodierung; Elementarunterricht; Informationsverarbeitung; Analogiemodell; Aussprache; Leseverstehen; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit; Semantik; Sentence analysis; Satzanalyse; Worterkennung
Abstract	A model of cognitive operations that children use in reading and comprehending a sentence was tested by using Sternberg's independent-process analysis on 64 second and fifth graders who were either high- or low-ability readers. Three specific component processes were examined: a decoding process, a word meaning process, and a comprehension process. Subjects read sentences constructed in a manner that systematically varied the factors hypothesized to affect each component process. The effects of these factors were measured by pronunciation errors, word definition errors, sentence reading time, and sentence comprehension tasks. In general, the data showed that the independent-process model was a reasonably good descriptor of high-ability readers, but that low-ability children followed a more complex and interrelated model. (Author/MAI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01