Dynamic text comprehension: An integrative view of reading

Current Directions in Psychological Science

Volumn 14, Issue 5, 2005, Pages 276-279

  Rapp, David N ^a   Van Den Broek, Paul ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Computational models; Reading; Text comprehension; Text processing

Indexed keywords

EID: 28744444870     PISSN: 09637214     EISSN: 14678721     Source Type: Journal    
DOI: 10.1111/j.0963-7214.2005.00380.x     Document Type: Review

References (15)

1. Gerrig, R.J., & McKoon, G. (1998). The readiness is all: The functionality of memory-based text processing. Discourse Processes, 26, 67-86.
2. Goldman, S.R., & Varma, S. (1995). CAPping the construction- integration model of discourse comprehension. In C. Weaver, S. Mannes, & C. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 337-358). Hillsdale, NJ: LEA.
3. Graesser, A., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative comprehension. Psychological Review, 101, 371-395.
4. Guéraud, S., & O'Brien, E.J. (Eds.). (2005). Components of comprehension: A convergence between memory-based processes and explanation-based processes [Special issue]. Discourse Processes, 39(2-3).
5. Jenkins, J.R., Fuchs, L.S., van den Broek, P., Espin, C.L., & Deno, S.L. (2003). Sources of individual differences in reading comprehension and reading fluency. Journal of Educational Psychology, 95, 719-729.
6. Kendeou, P., & van den Broek, P. (2005). The effects of readers' misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97, 235-245.
7. Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163-182.
8. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
9. Langsten, M.C., & Trabasso, T. (1998). Modeling causal integration and availability of information during comprehension of narrative texts. In H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 29-69). Mahwah, NJ: Erlbaum.
10. Linderholm, T., Gaddy, M., van den Broek, P., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revisions on more- and less-skilled readers' comprehension of easy and difficult texts. Cognition and Instruction, 18, 525-556.
11. Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose and working memory capacity on the processing of expository text. Journal of Educational Psychology, 94, 778-784.
12. O'Brien, E.J., Rizzella, M.L., Albrecht, J.E., & Halleran, J.G. (1998). Updating a situation model: A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, & Cognition, 24, 1200-1210.
13. Pearson, P.D., & Hamm, D.N. (2005). The assessment of reading comprehension: A review of practices-past, present, and future. In S.G. Paris & S.A. Stahl (Eds.), Children's reading comprehension and assessment (pp. 13-69). Mahwah, NJ: Erlbaum.
14. van den Broek, P., Rapp, D.N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39, 299-316.
15. van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. In H. van Oostendorp & S.R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.