Abstract
It is now almost thirty years since there was a radical shift within the research literature on text comprehension. Until the 1970s, with few exceptions, the psychological literature was dominated by a “bottom-up” model of reading. The reader moved from letter—sound decoding through word recognition and sentence processing to the acquisition of meaning from the text. Once a text was decoded comprehension was assumed to be relatively automatic. This view of reading was consistent with the behaviorist orientation that had dominated psychology in the preceding decades and had moved psychologists to study not text comprehension but its assumed component processes and to do this within laboratory settings.
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© 2004 Alan Peacock and Ailie Cleghorn
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Donin, J. (2004). Text Processing Within Classroom Contexts. In: Peacock, A., Cleghorn, A. (eds) Missing the Meaning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982285_3
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DOI: https://doi.org/10.1057/9781403982285_3
Publisher Name: Palgrave Macmillan, New York
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