Abstract
Psychologists have studied the reading process for many years. The main reason for their persistent interest in the reading act undoubtedly lies in the fact that reading is a complex skill which involves many interacting subprocesses. Two main approaches can be distinguished: (1) a pratical approach and (2) an explorative approach. The rationale behind the former approach is to identify ways to improve instruction. On the basis of cognitive principles experimental instructional programmes are designed and they are tested in a natural or quasi-natural setting. If they prove to be more successful than the traditional reading programmes they are implemented and henceforth replace the existing programmes. By contrast, researchers who foster the latter approach have as their main objective the analysis and description of specific aspects of the reading act. They adhere to a specific reading model, featuring one or more specific subskills, and try and expand our knowledge of those subskills by way of controlled experiments and hypothesis testing.
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Boekaerts, M. (1986). Capacity-Sharing Interdependence in Reading Processes. In: Lowenthal, F., Vandamme, F. (eds) Pragmatics and Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-1574-3_6
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DOI: https://doi.org/10.1007/978-1-4757-1574-3_6
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