This collection features papers addressing current issues in reading comprehension from cognitive and linguistic perspectives. Organized into three sections, the volume investigates text considerations and reader-text interactions. Each paper presents a substantial and comprehensive review of theory and research related to cognition and reading comprehension.
Contents: Part I:Text Considerations. W. Kintsch, Contributions from Cognitive Psychology. R. deBeaugrande, Text, Attention, and Memory in Reading Research. B.J.F. Meyer, Following the Author's Top-Level Organization: An Important Skill for Reading Comprehension. R.J. Spiro, B.M. Taylor, On Investigating Children's Transition from Narrative to Expository Discourse: The Multidimensional Nature of Psychological Text Classification. J. Mosenthal, The Reader's Affective Response to Narrative Text. Part II:Language, Knowledge of the World, and Inference. A. Iran-Nejad, The Schema: A Long-Term Memory Structure or a Transient Structural Phenomena. C.C. Pappas, The Role of "Typicality" in Reading Comprehension. R. Beach, R. Brown, Discourse Conventions and Literary Inference: Toward a Theoretical Model. B. Altwerger, S.L. Strauss, Reader's Understanding of Metaphor: Implications of Linguistic Theory for Psycholinguistic Research. R.F. Carey, J.C. Harste, Comprehension as Context: Toward Reconsideration of a Transactional Theory of Reading. R.J. Tierney, J. LaZansky, T. Rapheal, P. Cohen, Author's Intentions and Readers' Interpretation. Part III:Instructional Issues. J.W. Cunningham, Toward a Pedagogy of Inferential Comprehension and Creative Response. J. LaZansky, F. Spencer, M. Johnston, Learning to Read: Setting Students Up. C.A. Bridge, Strategies for Promoting Reader-Text Interactions. P.L. Anders, P.D. Pearson, Instructional Research on Literacy and Reading: Parameters, Perspectives and Predictions.