Readers' implicit models of reading

Reading Research Quarterly

Volumn 31, Issue 3, 1996, Pages 290-305

  Schraw, Gregory ^a   Burning, Roger ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0001120910     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.31.3.4     Document Type: Article

References (55)

1. AJZEN, I. (1988). Attitudes, personality, and behavior. Milton Keynes, England: Open University Press.
2. AMES, C., & ARCHER, J. (1988). Achievement in the classroom: Student learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.
3. APPLEBEE, A.N. (1990). Fostering literary understanding: The state of the schools. In EJ. Farrell & J.R. Squire (Eds.), Transactions with literature (pp. 59-64). Urbana, IL: National Council of Teachers of English.
4. ASTINGTON, J.W. (1993). The child's discovery of mind. Cambridge, MA: Harvard University Press.
5. ATHEY, I. (1985). Reading research in the affective domain. In H. Singer & R.B. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 527-553). Newark, DE: International Reading Association.
6. BEACH, R. (1990). New directions in response to literature. In E.J. Farrell & J.R. Squire (Eds.), Transactions with literature (pp. 65-78). Urbana, IL: National Council of Teachers of English.
7. BEACH, R., & BROWN, R. (1987). Discourse conventions and literary inference: Toward a theoretical model. In RJ. Tierney, P.L. Anders, & J. Mitchell (Eds.), Understanding readers' understanding (pp. 147-173). Hillsdale, NJ: Erlbaum.
8. BEREITER, C., & SCARDAMALIA, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
9. BLEICH, D. (1980). Epistemological assumptions in the study of response. In J. Tompkins (Ed.), Reader-response criticism: From formalism to post-structuralism (pp. 134-163). Baltimore, MD: Johns Hopkins University Press.
10. BLUMENFELD, P.C. (1992). Classroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational Psychology, 84, 272-281.
11. BOGDAN, D. (1990). In and out of love with literature. In D. Bogdan & S. Straw (Eds.), Beyond communication: Reading comprehension and criticism (pp. 109-138). Portsmouth, NH: Heinemann,
12. BOGDAN, D., & STRAW, S. (Eds.). (1990). Beyond communication: Reading comprehension and criticism. Portsmouth, NH: Heinemann.
13. BOVAIR, S., & KIERAS, D.E. (1985). A guide to prepositional analysis for research on technical prose. In B.K. Britton & J.B. Black (Eds.), Understanding expository text {pp. 315-362). Hillsdale, NJ: Erlbaum.
14. BRITTON, J.N. (1982). Prospect and retrospect. Montclair, NJ: Boynton/Cook.
15. CAREY, R.F., & HARSTE, J.C. (1987). Comprehension as context: Toward reconsideration of a transactional theory of reading. In RJ. Tierney, P.L. Anders, & J. Mitchell (Eds.), Understanding readers' understanding (pp. 189-204). Hillsdale, NJ: Erlbaum.
16. COX, C., & MANY, J. (1992). Beyond choosing: Emergent categories of efferent and aesthetic stance. In J. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research and practice (pp. 103-126). Norwood, NJ: Ablex.
17. DIAS, P. (1990). A literary-response perspective on teaching reading comprehension. In D. Bogdan & S. Straw (Eds.), Beyond communication: Reading comprehension and criticism (pp. 283-300). Portsmouth, NH: Heinemann.
18. DOLE, J.A., & SINATRA, G.A. (1994). Social psychology research on beliefs and attitudes: Implications for research on learning from text. In R. Gamer & P.A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 245-265). Hillsdale, NJ: Erlbaum.
19. DWECK, C.S., & LEGGETT, E.S. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
20. ELMER-DEWITT, P. (1991, March 31). The burning of Kuwait. Time, 137, 36-37.
21. FARRELL, E.J., & SQUIRE, J.R. (Eds.). (1990). Transactions with literature. Urbana, IL: National Council of Teachers of English.
22. FISH, S.E. (1980). Interpreting the Variorum. In J. Tompkins (Ed.), Reader-response criticism: From formalism to post-structuralism (pp. 164-184). Baltimore, MD: Johns Hopkins University Press.
23. GALDA, L. (1992). Evaluation as a spectator: Changing across time and genre. In J. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research and practice (pp. 127-142). Norwood, NJ: Ablex.
24. GAMBELL, T.J. (1993). From experience to literary response: Actualizing readers through the response process. In S. Straw & D. Bogdan (Eds.), Constructive reading: Teaching beyond communication (pp. 30-45). Portsmouth, NH: Heinemann.
25. GUTHRIE, J.T., SCHAFFER, W., WANG, Y.Y., & AFFLERBACH, P. (1995). Relationships of instruction to amount of reading: An exploration of social, cognitive, and instructional connections. Reading Research Quarterly, 30, 8-25.
26. HARSTE, J.C., BURKE, C.L., & WOODWARD, V.A. (1994). Children's language and world: Initial encounters with print. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 48-69). Newark, DE: International Reading Association.
27. HUNT, R.A. (1990). The parallel socialization of reading research and literary theory. In D. Bogdan & S. Straw (Eds.), Beyond communication: Reading comprehension and criticism (pp. 91-105). Portsmouth, NH: Heinemann.
28. HUNT, R.A. (1993). Texts, textoids and utterances: Writing and reading for meaning, in and out of classrooms. In S. Straw & D. Bogdan (Eds.), Constructive reading: Teaching beyond communication (pp. 113-129). Portsmouth, NH: Heinemann.
29. HYNDS, S. (1990). Reading as a social event. In D. Bogdan & S. Straw (Eds.), Beyond communication: Reading comprehension and criticism (pp. 237-256). Portsmouth, NH: Heinemann.
30. ISER, W. (1978). The act of reading: A theory of aesthetic response. Baltimore, MD: Johns Hopkins University Press.
31. KUHN, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
32. MANY, J.E., & WISEMAN, D.L. (1992). The effect of teaching approach on third-grade students' response to literature. Journal of Reading Behavior, 24, 265-288.
33. MATHEWSON, G.C. (1994). Model of attitude influence upon reading and learning to read. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1131-1161). Newark, DE: International Reading Association.
34. MIALL, D.S. (1993). Constructing understanding: Emotion and literary response. In S. Straw & D. Bogdan (Eds.), Constructive reading: Teaching beyond communication (pp. 63-81). Portsmouth, NH: Heinemann.
35. MOFFETT, J. (1990). Ways of teaching literature. In D. Bogdan & S. Straw (Eds.), Beyond communication: Reading comprehension and criticism (pp. 301-318). Portsmouth, NH: Heinemann.
36. MOLL, L.C. (1994). Literacy research in communities and classrooms: A sociocultural approach. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 179-207). Newark, DE: International Reading Association.
37. RICHTER, D.H. (1994). Falling into theory: Conflicting views of reading literature. Boston, MA: Bedford Books.
38. ROSENBLATT, L.M. (1993). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
39. ROSENBLATT, L.M. (1994). The transactional theory of reading and writing. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1057-1091). Newark, DE: International Reading Association.
40. SCHRAW, G., & MOSHMAN, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.
41. SHELL, D.F., MURPHY, C.C., & BRUNING, R.H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
42. SQUIRE, J.R. (1994). Research in reader response, naturally interdisciplinary. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 637-652). Newark, DE: International Reading Association.
43. STRAW, S. (1990). Challenging communication. In D. Bogdan & S. Straw (Eds.), Beyond communication Reading comprehension and criticism (pp. 67-90). Portsmouth, NH: Heinemann.
44. STRAW, S., & BOGDAN, D. (Eds.) (1993). Constructive reading: Teaching beyond communication. Portsmouth, NH: Heinemann.
45. THOMSON, J. (1993). Helping students control texts: Contemporary literary theory into classroom practice. In S. Straw & D. Bogdan (Eds.), Constructive reading: Teaching beyond communication (pp. 130-154). Portsmouth. NH: Heinemann.
46. TIERNEY, R.J., LAZANSKY, J., RAPHAEL, T., & COHEN, P. (1987). Authors' intention and readers' interpretations. In RJ. Tiemey, P.L. Anders, & J. Mitchell (Eds.). Understanding readers' understanding (pp. 205-225). Hillsdale, NJ: Erlbaum.
47. TIERNEY. R.J., & PEARSON, P.D. (1994). Learning to learn from text: A framework for improving classroom practice. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 496-513). Newark, DE: International Reading Association.
48. TOMPKINS, J.P. (Ed.). (1980). Reader-response criticism: From formalism to post-structuralism. Baltimore, MD: Johns Hopkins University Press.
49. VIPOND, D., & HUNT, R.A. (1984). Point-driven understanding: Pragmatic and cognitive dimensions of literary reading. Poetics, 13, 261-277.
50. WADE, S.E., THOMPSON, A., & WATKINS, W. (1994). The role of belief systems in authors' and readers' constructions of text. In R. Gamer & P.A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 265-294). Hillsdale, NJ: Erlbaum.
51. WEBER, R.P. (1985). Basic content analysis. Newbury Park, CA: Sage.
52. WILLINSKY, J. (1993). Beyond actualization. In S. Straw & D. Bogdan (Eds.), Constructive reading: Teaching beyond communication (pp. 1-14). Portsmouth, NH: Heinemann.
53. WINEBURG, S.S. (1991). On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28, 495-520.
54. ZARILLO, J., & COX, C. (1992). Efferent and aesthetic teaching. In J. Many & C. Cox (Eds.), Reader stance and literary understanding: Exploring the theories, research and practice (pp. 235-249). Norwood, NJ: Ablex.
55. ZWANN, R.A. (1994). Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 920-933.