Term
| Cognitive-Constructivist View of Reading |
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Definition
| Reading is a process in which the reader actively searches for meaning in what she reads. |
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Term
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Definition
| Cognitive psychologists view the learner and her background knowledge as central to learning and the study of learners’ thought processes as a fundamental focus of their work. They also view learners as active participants, who act on, rather than simply respond to, their external environment as they learn. |
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Term
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Definition
| Emphasizes the idea that comprehending a text is very much an active process. It holds that the meaning one constructs from a text is subjective—the result of one particular person’s processing of the text. |
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Term
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Definition
| Is the ability of a reader to recognize written words correctly and virtually effortlessly. |
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Term
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Definition
| Is the ability to read a text orally with speed, accuracy, expression, and comprehension. |
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Term
| Constructive-Integration Process |
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Definition
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Construction, in which the reader comprehends sentences and then links ideas from one sentence to another.
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Integration is the process of using prior knowledge to expand and interpret the meaning the author has put on the pages.
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Metacognition, the reader confirms that this makes sense.
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Term
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Definition
| Is concerned with knowledge, particularly with the way knowledge is represented in our minds, how we use that knowledge, and how it expands. |
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Term
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Definition
| It puts a good deal of emphasis on the reader, stressing that the meaning one gains from text is the result of a transaction between the reader and the text and that readers will have a range of responses to literary works. |
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Term
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Definition
| It extends the influence on the cognitive-constructivist view out from the reader and the text into the larger social realm. Learning is viewed as primarily a social rather than an individual matter. |
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