Reading as a Motivated Meaning-Construction Process: The Reader, the Text, and the Teacher

Ruddell, Robert B.; Unrau, Norman J.

doi:10.1598/0710.38

Cited by 87 publications

(93 citation statements)

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“…This view of reading reflects a constructive and interactive process and readers to be seen as active method meanings that are familiar with effective reading strategies and methods [20]. Researchers can be aware by reading different texts about themselves and the world around.…”

Section: Introductionmentioning

confidence: 99%

Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Sahranavard¹

2017

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This study analyzed the relationships between individual and family cognitive factors and attitude towards reading with reading self-concept and outside reading activities and parents' literacy that are in 4 th grade Iranian students. The main of the study is based on interpretations and comprehension of PIRLS 2006. A total of 5411 students (2500 girls and 2911 boys) with average of 10.2 years old participated in PIRLS 2006 test. Reading self-concept and attitude towards reading by the student questionnaire of and outside reading activities and parents' literacy by the questionnaire of survey of learning and reading comprehension scores were tested. The results of the study showed that all the variables of cognitive comprehension of students are significant (at the level of p<0.01). The reading parents' literacy was the most determination variance for students' comprehension and the reading self-concept, attitude towards reading and outside reading activities.

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Section: Introductionmentioning

confidence: 99%

Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Sahranavard¹

2017

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“…Proficient tertiary L2 readers, now the majority of readers of English literature in the world, are more adept than native-speaker readers at metacritical reading strategies. These are the linguistic competencies required to decode texts, and to interpret the cultural codes involved in constructing the meaning of texts (Ruddell & Unrau, 2004). Ulysses is notoriously complex stylistically, and has also drawn criticism on moral grounds.…”

Section: Introductionmentioning

confidence: 99%

Sinifying Joyce: Appraising Second-Language Confucian Readers’ Constructions of Meaning in Ulysses

DeCoursey

2015

ELLS

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This paper explores how Chinese students construct the meaning of Joyce's Ulysses. Second-language learners are known to use reading strategies with difficult texts such as Ulysses. This study of 157 undergraduate Chinese nonspecialists who read parts of Ulysses in an English literature general education course explores how Confucian values shape Chinese readers' responses to Ulysses, in both reading strategies and content areas. Survey data was collected using a 4-point Likert scale. Qualitative data was gathered using six appraisal terms. Student reflections were analysed using Corpus Tool. Results indicate the primacy of culture in shaping individual readings. Second-language learners use metacritical reading strategies in making sense of this difficult text. However, the inclusion of culturally challenging material, and complex interiority and narrative moved these proficient second-language readers beyond their usual concerns with accuracy of translation and synthetic overviews of complex plot and character detail, towards literary reading. The challenges of Ulysses as a text induced appreciation of unreliability in narration, postmodern theories of meaning, and the disjunctures and discontinuities of the self, expressed in interior monologues, and disqualified in the social performance of identity.

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“…Proficient readers generate mental images of the text which they test and monitor as they read and use strategies to fix misconceptions during the reading process. (Ruddell & Unrau, 1994).…”

Section: Reading Comprehensionmentioning

confidence: 99%

The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement

Cash¹

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Reading as a Motivated Meaning-Construction Process: The Reader, the Text, and the Teacher

Cited by 87 publications

References 0 publications

Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Relationships Between Individual and Family Factors and Cognitive Dimensions of Reading Comprehension Among Iranian Students

Sinifying Joyce: Appraising Second-Language Confucian Readers’ Constructions of Meaning in Ulysses

The Effect of Reciprocal Mapping on High-Risk Sixth-Grade Students' Social Studies Achievement

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