Abstract
The goal of this chapter is to provide the foundation toward developing a more comprehensive model of reading comprehension. To this end, seven prominent comprehension models (Construction-Integration, Structure-Building, Resonance, Event-Indexing, Causal Network, Constructionist, and Landscape) are described, evaluated, and compared. We describe what comprehension models have offered thus far, differences and similarities between them, and what comprehension processes are not included within any of the models, and thus, what should be included in a comprehensive model. Our primary conclusion from the review of this literature is that current models of comprehension are not necessarily contradictory, but rather cover different spectrums of comprehension processes. Further, no one model adequately accounts for a wide variety of reading situations that have been observed and the range of comprehension considered thus far in comprehension models is too limited.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 297-384 |
| Number of pages | 88 |
| Journal | Psychology of Learning and Motivation - Advances in Research and Theory |
| Volume | 51 |
| DOIs | |
| State | Published - 2009 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Social Psychology
Cite this
Chapter 9 Toward a Comprehensive Model of Comprehension. / McNamara, Danielle; Magliano, Joe.
In: Psychology of Learning and Motivation - Advances in Research and Theory, Vol. 51, 2009, p. 297-384.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Chapter 9 Toward a Comprehensive Model of Comprehension
AU - McNamara, Danielle
AU - Magliano, Joe
PY - 2009
Y1 - 2009
N2 - The goal of this chapter is to provide the foundation toward developing a more comprehensive model of reading comprehension. To this end, seven prominent comprehension models (Construction-Integration, Structure-Building, Resonance, Event-Indexing, Causal Network, Constructionist, and Landscape) are described, evaluated, and compared. We describe what comprehension models have offered thus far, differences and similarities between them, and what comprehension processes are not included within any of the models, and thus, what should be included in a comprehensive model. Our primary conclusion from the review of this literature is that current models of comprehension are not necessarily contradictory, but rather cover different spectrums of comprehension processes. Further, no one model adequately accounts for a wide variety of reading situations that have been observed and the range of comprehension considered thus far in comprehension models is too limited.
AB - The goal of this chapter is to provide the foundation toward developing a more comprehensive model of reading comprehension. To this end, seven prominent comprehension models (Construction-Integration, Structure-Building, Resonance, Event-Indexing, Causal Network, Constructionist, and Landscape) are described, evaluated, and compared. We describe what comprehension models have offered thus far, differences and similarities between them, and what comprehension processes are not included within any of the models, and thus, what should be included in a comprehensive model. Our primary conclusion from the review of this literature is that current models of comprehension are not necessarily contradictory, but rather cover different spectrums of comprehension processes. Further, no one model adequately accounts for a wide variety of reading situations that have been observed and the range of comprehension considered thus far in comprehension models is too limited.
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U2 - 10.1016/S0079-7421(09)51009-2
DO - 10.1016/S0079-7421(09)51009-2
M3 - Article
VL - 51
SP - 297
EP - 384
JO - Psychology of Learning and Motivation - Advances in Research and Theory
JF - Psychology of Learning and Motivation - Advances in Research and Theory
SN - 0079-7421
ER -