The role of the situation model in the reading comprehension processes of grade seven readers
| dc.contributor.author | Pereira, Lytta J. | |
| dc.contributor.supervisor | Harker, W. John | |
| dc.date.accessioned | 2018-06-27T23:04:46Z | |
| dc.date.available | 2018-06-27T23:04:46Z | |
| dc.date.copyright | 1991 | en_US |
| dc.date.issued | 2018-06-27 | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Doctor of Philosophy Ph.D. | en_US |
| dc.description.abstract | Within the context of reading comprehension research, the present study is an investigation into the role of prior knowledge in the form of a situation model, constructed and used strategically during on-line text processing. Data consisted of Think-Out-Loud protocols collected from ten Grade Seven subjects as they read two expository text passages. The findings shed light on the structure of the situation model as well as its strategic use by subjects. The contents of the model include episodic and semantic memory fragments as well as beliefs, attitudes, values, and opinions. Eight categories of moves and four major strategies were identified in the TOL protocols by the researcher. The reliability of the categorization scheme of moves was established through a process using three independent raters. The study suggests that the strategic uses of the model are mainly for clarifying and evaluating the text, as well as for reasoning and monitoring one's understanding. Implications for research and instruction are discussed. | en_US |
| dc.description.scholarlevel | Graduate | en_US |
| dc.identifier.uri | http://hdl.handle.net/1828/9540 | |
| dc.language | English | eng |
| dc.language.iso | en | en_US |
| dc.rights | Available to the World Wide Web | en_US |
| dc.subject | Reading comprehension | en_US |
| dc.subject | Reading, Psychology of | en_US |
| dc.title | The role of the situation model in the reading comprehension processes of grade seven readers | en_US |
| dc.type | Thesis | en_US |