Research topic

Reading and Literacy Development

Discover papers and researchers connected with this scholarly topic.

Research papers

1978 · Psychological Review · 5,052 citations

Toward a model of text comprehension and production.

The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel. A model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory. Furthermore, the model includes macro-operators, whose purpose is to reduce the information in a text base to its gist, that is, the theoretical macrostructure. These opera-tions are under the control of a schema, which is a theoretical formulation of the comprehender's goals. The macroprocesses are predictable only when the control schema can be made explicit. On the production side, the model is con-cerned with the generation of recall and summarization protocols. This process is partly reproductive and partly constructive, involving the inverse operation of the macro-operators. The model is applied to a paragraph from a psycho-logical research report, and methods for the empirical testing of the model are developed. The main goal of this article is to describe the system of mental operations that underlie the processes occurring in text comprehension and in the production of recall and summariza-tion protocols. A processing model will be outlined that specifies three sets of operations. First, the meaning elements of a text become

2013 · Reading Research Quarterly · 20 citations

Context Effects in Processing of Chinese Academic Words: An Eye-Tracking Investigation

This study investigated context effects of online processing of Chinese academic words during text reading. Undergraduate participants were asked to read Chinese texts that were familiar or unfamiliar (containing physics terminology) to them. Physics texts were selected first, and then we replaced the physics terminology with familiar words; other common words remained the same in both text versions. Our results indicate that readers experienced longer rereading times and total fixation durations for the same common words in the physics texts than for the corresponding texts. Shorter gaze durations were observed for the replaced words than the physics terminology; however, the duration of participants' first fixations on these two word types did not differ from each other. Furthermore, although the participants performed similar reading paths after encountering the target words of the physics terminology and replaced words, their processing duration of the current sentences was very different. They reread the physics terminology more times and spent more reading time on the current sentences containing the physics terminology, searching for more information to aid comprehension. This study showed that adult readers seemed to successfully access each Chinese character's meaning but initially failed to access the meaning of the physics terminology. This could be attributable to the nature of the formation of Chinese words; however, the use of contextual information to comprehend unfamiliar words is a universal phenomenon.