Chapter published in:
Theories of Reading DevelopmentEdited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 258–283
Reading comprehension
What develops and when?
Kate Cain | University of Texas at Austin
Marcia A. Barnes | University of Texas at Austin
Article outline
- 1.Comprehension by ear and by eye: What is involved?
- 1.1Text comprehension: The product and the process
- 1.2The longitudinal prediction of comprehension development: The story so far
- 2.Theoretical models of reading comprehension: A critical review
- 2.1Language-based accounts of reading comprehension: How well do they explain development?
- 2.2Cognitive resources: The role of executive function and working memory
- 2.3Beyond language and cognitive skills: The role of motivation
- 3.Returning to the situation model: What’s in a situation model and how does that develop?
- 3.1Individual dimensions in situation models: Causal, temporal and spatial relations
- 3.2Individual dimensions in situation models: Intentions and motivations
- 3.3Pulling it together: Encoding several dimensions in a situation model
- 4.Conclusions
- 4.1Models of reading comprehension: What do they tell us about what we need in a model of development?
- 4.2Building a model of reading comprehension development: The role of knowledge and cognitive resources
- 4.3Building a model of reading comprehension development: Where does knowledge come from?
- 4.4Comprehension development: A summary
-
Acknowledgements -
Notes -
References
Published online: 14 August 2017
https://doi.org/10.1075/swll.15.15cai
https://doi.org/10.1075/swll.15.15cai
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