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Toward an interactive-compensatory model of individual differences in the development of reading fluency.

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Title: Toward an interactive-compensatory model of individual differences in the development of reading fluency.
Alternate Title: Hacia un modelo interactivo-compensatorio de diferencias individuales en el desarrollo de facilidad de lectura.
Vers un modèle compensatoire interdépendant de différences individuelles dans le développement de lecture courante.
Authors: Stanovich, Keith E.1,2
Source: Reading Research Quarterly (Wiley-Blackwell). 1980, Vol. 16 Issue 1, p32-71. 40p.
Subject Terms: *Study skills, *Reading standards, *Word recognition, *Reading (Elementary), *Vocabulary, *Individual differences, *Ability, *Language arts, *Learning, *Lectures & lecturing
Abstract (English): INTERACTIVE MODELS OF READING appear to provide a more accurate conceptualization of reading performance than do strictly top-down or bottom-up models. When combined with an assumption of compensatory processing (that a deficit in any particular process will result in a greater reliance on other knowledge sources, regardless of their level in the processing hierarchy), interactive models provide a better account of the existing data on the use of orthographic structure and sentence context by good and poor readers. A review of the research literature seems to indicate that, beyond the initial stages of reading acquisition, superior reading ability is not associated with a greater tendency to use the redundancy inherent in natural language to speed word recognition. Instead, general comprehension strategies and rapid context-free word recognition appear to be the processes that most clearly distinguish good from poor readers. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): MODELOS DE INTER ACCIÓN de lectura parecen proveer una percepción intelectual mas precisa de lecturabilidad que los modelos estrictamente conceptuales ("top-down") o de desciframiento ("bottom-up"). Cuando se combinan asumiendo el proceso compensatorio (que el déficit en cualquier proceso resultará en mayor dependencia de otras fuentes de conocimiento, sin consideración de nivel en la jerarquíIade procesos), modelos de interacción proveen una mejor enumeración de los datos existentes sobre el usa, por buenos y deficientes lectores, de estructura ortográfica y contexto de oración. Un repaso de la literatura de investigación parece indicar que, más allá de la fase inicial de aprendizaje de lectura, Ia habilidad superior de lectura no está asociada con una mayor tendencia de uso de la redundancia existente en lenguaje natural para acelerar Ia identificación de palabras. Por otro lado, estrategias de compren- sión general y descifre rápido de palabras de contexto libre parecen ser los procesos que sepa ran más claramente los lectores buenos de los deficientes. [ABSTRACT FROM AUTHOR]
Abstract (French): LES MODÈLES INTERDÉPENDANTS de lecture semblent pourvoir une conceptualisation plus précise d'accomplissement de lecture que les modèles strictement du haut au bas et du bas au haut. Lorsqu'ils sont combinés avec une hypothèse de procedure compensatoire (qu'un deficit dans tout procédé particulier causera une plus grande confiance en d'autres sources de connaissance, sans tenir compte de leur niveau dans la hiérarchie de procédure), les modéles interdé-pendants fournissent un meilleur compte-rendu de données existantes dans l'usage de structures orthographiques et de contexte de phrases par des lecteurs bons et médiocres. Une revue des écrits de recherche semble indiquer que, sa-delà des étapes initiales d'acquisition de lecture, la capacité de lecture supérieure n'est pas associée à une tendance plus vaste d'utiliser l'excédent inherent dans le langage naturel pour accélerer la reconnaissance des mots. Au lieu, les stratégies de comprehension générale et, de maniére plus importante, la reconnaissance rapide de mots à contexte libre semble être les procédés qui distinguent le plus clairement les bons lecteurs des mauvais. [ABSTRACT FROM AUTHOR]
Copyright of Reading Research Quarterly (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 19647797
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
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  Label: Title
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  Data: Toward an interactive-compensatory model of individual differences in the development of reading fluency.
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  Label: Alternate Title
  Group: TiAlt
  Data: Hacia un modelo interactivo-compensatorio de diferencias individuales en el desarrollo de facilidad de lectura.<br />Vers un modèle compensatoire interdépendant de différences individuelles dans le développement de lecture courante.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Stanovich%2C+Keith+E%2E%22">Stanovich, Keith E.</searchLink><relatesTo>1,2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Research+Quarterly+%28Wiley-Blackwell%29%22">Reading Research Quarterly (Wiley-Blackwell)</searchLink>. 1980, Vol. 16 Issue 1, p32-71. 40p.
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  Data: *<searchLink fieldCode="DE" term="%22Study+skills%22">Study skills</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+standards%22">Reading standards</searchLink><br />*<searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Lectures+%26+lecturing%22">Lectures & lecturing</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: INTERACTIVE MODELS OF READING appear to provide a more accurate conceptualization of reading performance than do strictly top-down or bottom-up models. When combined with an assumption of compensatory processing (that a deficit in any particular process will result in a greater reliance on other knowledge sources, regardless of their level in the processing hierarchy), interactive models provide a better account of the existing data on the use of orthographic structure and sentence context by good and poor readers. A review of the research literature seems to indicate that, beyond the initial stages of reading acquisition, superior reading ability is not associated with a greater tendency to use the redundancy inherent in natural language to speed word recognition. Instead, general comprehension strategies and rapid context-free word recognition appear to be the processes that most clearly distinguish good from poor readers. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: MODELOS DE INTER ACCIÓN de lectura parecen proveer una percepción intelectual mas precisa de lecturabilidad que los modelos estrictamente conceptuales ("top-down") o de desciframiento ("bottom-up"). Cuando se combinan asumiendo el proceso compensatorio (que el déficit en cualquier proceso resultará en mayor dependencia de otras fuentes de conocimiento, sin consideración de nivel en la jerarquíIade procesos), modelos de interacción proveen una mejor enumeración de los datos existentes sobre el usa, por buenos y deficientes lectores, de estructura ortográfica y contexto de oración. Un repaso de la literatura de investigación parece indicar que, más allá de la fase inicial de aprendizaje de lectura, Ia habilidad superior de lectura no está asociada con una mayor tendencia de uso de la redundancia existente en lenguaje natural para acelerar Ia identificación de palabras. Por otro lado, estrategias de compren- sión general y descifre rápido de palabras de contexto libre parecen ser los procesos que sepa ran más claramente los lectores buenos de los deficientes. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: LES MODÈLES INTERDÉPENDANTS de lecture semblent pourvoir une conceptualisation plus précise d'accomplissement de lecture que les modèles strictement du haut au bas et du bas au haut. Lorsqu'ils sont combinés avec une hypothèse de procedure compensatoire (qu'un deficit dans tout procédé particulier causera une plus grande confiance en d'autres sources de connaissance, sans tenir compte de leur niveau dans la hiérarchie de procédure), les modéles interdé-pendants fournissent un meilleur compte-rendu de données existantes dans l'usage de structures orthographiques et de contexte de phrases par des lecteurs bons et médiocres. Une revue des écrits de recherche semble indiquer que, sa-delà des étapes initiales d'acquisition de lecture, la capacité de lecture supérieure n'est pas associée à une tendance plus vaste d'utiliser l'excédent inherent dans le langage naturel pour accélerer la reconnaissance des mots. Au lieu, les stratégies de comprehension générale et, de maniére plus importante, la reconnaissance rapide de mots à contexte libre semble être les procédés qui distinguent le plus clairement les bons lecteurs des mauvais. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading Research Quarterly (Wiley-Blackwell) is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=19647797
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.2307/747348
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
        StartPage: 32
    Subjects:
      – SubjectFull: Study skills
        Type: general
      – SubjectFull: Reading standards
        Type: general
      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Reading (Elementary)
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Individual differences
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Language arts
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Lectures & lecturing
        Type: general
    Titles:
      – TitleFull: Toward an interactive-compensatory model of individual differences in the development of reading fluency.
        Type: main
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    HasContributorRelationships:
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          Name:
            NameFull: Stanovich, Keith E.
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          Dates:
            – D: 01
              M: 09
              Text: 1980
              Type: published
              Y: 1980
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              Value: 00340553
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              Value: 16
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              Value: 1
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            – TitleFull: Reading Research Quarterly (Wiley-Blackwell)
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