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C
HAPTER
1.E
xPLAININGTHEFUNDAMENTALSOFREADINGABILITYANDITSDEVELOPMENT
Thus,thereadingprocessismultileveled,integrative,cognitivelyhighlycomplex,
andonethatincorporatesmanyothermentalprocesses.Asstatedbefore,any
reductionistdefnitionsofreadingcomprehensionwouldnaturallybemisleading
(Koda&Zehler,2008).Thenotionofreadingasacompetenceisbasedontheview
thatinordertoreachsuccessfulreadingcomprehensiononeneedstobecompetent
enoughinthreeareas:uvisualinformationextraction,incrementalinformation
integration,andtext-meaningandprior-knowledgeconsolidation”(Koda,2004,
p.5).
Whilesomeresearchers,especiallythosefollowingapsycholinguisticstandpoint,
specifythatreadingreliespredominantlyoncognitiveandlinguisticknowledge
necessarytodecodeprintandcomprehendthemeaningofatext(e.g.Koda&
Zehler,2008),thereareotherimportantaspectsthathavetobegivenappropriate
consideration.Forinstance,Dakowska(2005)offersabroaderviewofreading
comprehensionstatingthatit:(1)isdrivenbyapurpose,(2)isacommunicative
activitywhichisnotonlybasedonlinguisticskills,butalsothereader’sbackground
knowledgeandculturalcompetence,(3)requiresactiveparticipationofthereader,
whencomprehensionisuconstructed,modifed,andinterpreted”(p.190),and
(4)isstrategic,thatisbasedonflexibilityandadjustmentofstrategiesinmeaning
construction(p.190).Anumberofreadingspecialistsemphasisethegoal-
orientednessofthereadingprocessaswellasitsstrategicness,whichmakesit
possibleforthereadertoreachthestandardstheysetforthemselvesinparticular
readingevent(e.g.AlexanderandTheDisciplinedReadingandLearningResearch
Laboratory,2012;Grabe&Stoller,2002;Smith,1994).Chodkiewicz(2013b)
encapsulatesthecomplexnatureofreadingstatingthatitisutheinterfacebetween
readergoalsandstrategicbehaviouradaptabletoreaders’needsanddiverse
contexts”(p.90),andunderscoresthatwhetherreadingisviewedasaprocess,
askill,anactorsocialpractice,itscoreoutcometobeexpectediscomprehension
(p.80).
Asalreadysuggested,defningreadingcomprehensionisnotpossiblewithout
consideringtheroleofreaderandtextfactorsinthedefnition.Firstofall,different
readersreadthesametextindifferentways,dependingontheircharacteristics
(Grabe,2009).Oneofthemistheirlevelofdomainknowledge.Forinstance,
anexpositorytextislikelytobeapproacheddifferentlybyexpertsinaparticular
domainthanbybeginnersinthatfeld.Anotherfactoristhetypeofgenreatext
represents.Duetoitsgenrefeatures,anacademictextisreadinadifferentway
thananarrativetext.Asmentionedabove,settingdifferentpurposesrequires
thatreadersemploydifferentreadingstrategiesorcombinationsofstrategies.
Forinstance,whenareaderislearningfromatexttheymightwanttoskimthe
textfrsttoassessthetask,getthegeneralcomprehensionofthetext,orintegrate
informationintoacoherentframe.Readersmightalsodecidetoreadataslower
pace,etc.(p.13).Whilereferringtosimilarconstructs,Hudson(2007)addsthe
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