The interplay between automatic and control processes in reading

Reading Research Quarterly

Volumn 35, Issue 4, 2000, Pages 554-566

  Walczyk, Jeffrey J ^a  

^a LOUISIANA TECH UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007267610     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.35.4.7     Document Type: Article

References (35)

1. BAKER, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1, 3-38.
2. BAKER, L., & BROWN, A.L. (1984). Metacognitive skills and reading. In P.D. Pearson, M. Kamil, R. Barr, & P. Mosenthal, (Eds.), Handbook of reading research (pp. 353-394). New York: Longman.
3. BATYL, A. (1990). Human memory: Theory and practice. Needham Heights, MA: Allyn and Bacon.
4. BEAL, C.R. (1996). The role of comprehension monitoring in children's revision. Educational Psychology Review, 8, 219-238.
5. BENJAFIELD, J.G. (1997). Cognition. Upper Saddle River, NJ: Prentice-Hall.
6. BRANSFORD, J.D. (1982). Differences in approaches to learning: An overview. Journal of Experimental Psychology: General, 111, 390-398.
7. CARVER, R.P. (1992). What do standardized tests of reading comprehension measure in terms of efficiency, accuracy, and rate? Reading Research Quarterly, 27, 346-359.
8. CARVER, R.P. (1996). Reading for one second, one minute, or one year from the perspective of rauding theory. Scientific Studies of Reading, 1, 3-44.
9. DANEMAN, M., & CARPENTER, P.A. (1983). Individual difference in integrating information between and within sentences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 561-584.
10. FREDERIKSEN, J.R., & WARREN, B.M. (1987). A cognitive framework for developing expertise in reading. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 3, pp. 1-39). Hillsdale, NJ: Erlbaum.
11. GLENBERG, A.M., SANOCKI, T., EPSTEIN, W., & MORRIS, C. (1987). Calibration of comprehension. Journal of Experimental Psychology: General, 116, 119-136.
12. KINTSCH, W. (1993). Information accretion and reduction in discourse processing: Inferences. Discourse Processing, 16, 193-202.
13. KINTSCH, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
14. LABERGE, D., & SAMUELS, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
15. LOMAX, R.G., & MCGEE, L.M. (1987). Young children's concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
16. PALINCSAR, A.S., & BROWN, A.L. (1984). Reciprocal teaching of comprehension monitoring activities. Cognition and Instruction, 1, 117-175.
17. PARIS, S.G., CROSS, D.R., & LIPSON, M.Y. (1984). Informed strategies for learning: A program to improve children's reading awareness and comprehension. Journal of Educational Psychology, 76, 1239-1252.
18. PERFETTI, C.A. (1985). Reading ability. New York: Oxford University Press.
19. PERFETTI, C.A. (1988). Verbal efficiency theory in reading ability. In M. Daneman, G.E. MacKinnon, & T.G. Waller (Eds.), Reading research: Advances in theory and practice (pp. 109-143). New York: Academic Press.
20. PRESSLEY, M., & AFFLERBACH, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
21. RAYNER, K. (1997). Understanding eye movements in reading. Scientific Studies of Reading, 1, 317-340.
22. RAYNER, K., & POLLATSEK, A. (1989). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall.
23. ROTH, S.F., & BECK, I.L. (1987). Theoretical and instructional implications of assessment of two microcomputer word recognition programs. Reading Research Quarterly, 22, 197-218.
24. SCHNEIDER, W., DUMAIS, S., & SHIFFRIN, R.M. (1984). Automatic and control processing and attention. In R. Parasuraman & D.R. Davies (Eds.), Varieties of attention (pp. 1-27). San Diego, CA: Academic Press.
25. SCHOMMER, M., & SURBER, J.R. (1986). Comprehension monitoring failure in skilled adult readers. Journal of Educational Psychology, 78, 353-357.
26. STANOVICH, K.E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.
27. STANOVICH, K.E., & CUNNINGHAM, A.E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory and Cognition, 20, 51-68.
28. WALCZYK, J.J. (1993). Are general resource notions still viable in reading research? Journal of Educational Psychology, 85, 127-135.
29. WALCZYK, J.J. (1995). A test of the compensatory-encoding model. Reading Research Quarterly, 30, 396-408.
30. WALCZYK, J.J., BRAUD, H., KELLY, K., & MECHE, S. (1999, April). Compensatory strategies: Overcoming verbal inefficiency. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
31. WALCZYK, J.J., & HALL, V.C. (1989). The effects of examples and embedded questions on the accuracy of comprehension self-assessment. Journal of Educational Psychology, 81, 435-437.
32. WALCZYK, J.J., KELLY, K.E., MECHE, S., & BRAUD, H. (1999). Time limitations enhance reading comprehension. Contemporary Educational Psychology, 24, 156-165.
33. WALCZYK, J.J., & RASKA, L.J. (1992). The relation between low-and high-level reading skills in children. Contemporary Educational Psychology, 17, 38-46.
34. WALCZYK, J.J., & TAYLOR, R.J. (1996). How do the efficiencies of reading subcomponents relate to looking back in text? Journal of Educational Psychology, 88, 737-745.
35. WICKENS, C.D. (1984). Processing resources in attention. In R. Parasuraman & D.R. Davies (Eds.), Varieties of attention (pp. 63-102). New York: Academic Press.