Thinking through text comprehension I: Foundation and guiding relations.

Abstract

But there is more. John "sees" Sam and what he is doing. When John reads that the "new bike [is] leaning against the tree, " he sees a sparkling bicycle, not an old, dirty one, and he sees it on an angle against a tree, not held up by a kickstand. John may also feel some of Sam's excitement. 1 Next, John reads the question, "How did Sam feel when he saw his new bicycle?" Again, he hears the words. He then reads the possible answers: "sad, happy, funny. " But this time he also hears himself say, "It wants me to guess at how Sam feels. I think funny sounds good. " He then puts a mark next to "funny. " Jeffrey has a different experience. Like John, he visualizes Sam and what he is doing. When Jeffrey reads that the "new bike [is] 1 See philosopher Ted Cohen's (2008) book, Thinking of Others: On the Talent for Metaphor, for an outstanding treatment of the relation of text to emotions and personal perspective.

Thinking through text comprehension III: The programing of verbal and investigative repertoires.

“…One place where they overlap is in derivedmeaning (vocabulary) comprehension. As noted elsewhere (Layng et al, 2011;Sota et al, 2011), vocabulary is critical to a verbal repertoire. Though some vocabulary is directly taught, many words are learned through reading text (Bloom, 2002).…”

“…The current paper describes the programing process involved for establishing reading comprehension. This instructional design process is informed by the approach described by Layng as the learners' vocabulary (Layng et al, 2011;Sota et al, 2011). The literature on reading comprehension has identified building a core vocabulary as essential for reading comprehension (e.g., Tannenbaum, Torgesen, & Wagner, 2006).…”

“…'" This scenario illustrates an instance of inferential comprehension: part of the terminal repertoire that Head-sprout® Reading Comprehension was designed to build. Layng et al (2011) argue that reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative repertoire. The above scenario illustrates two parts of an investigative repertoire applied to answering an inferential reading comprehension question: (1) an overall strategy applied to answering multiple-choice reading comprehension questions and (2) a more specific strategy applied to answering inferential comprehension questions.…”

Tutorial: Understanding Concepts: Implications for Behavior Analysts and Educators

“…By learning the concept "opposite," a young learner can be simply told something is opposite of something else and be able to respond to it accordingly. 8 Once concepts are analyzed, teaching can be made more efficient through the use of concept inheritance procedures (Layng et al, 2011;Tiemann & Markle, n.d.). That is a 7 For a complete example of teaching young children an interdimensional concept, see the 14-step procedure for teaching "steeper" provided by Engelmann and Carnine (2016;also see, Layng, 2016a;Layng et al, 2011;Leon, Layng, & Sota, 2011b;Sota et al, 2011;Tiemann & Markle, 1990, for a more detailed discussion).…”

Thinking through text comprehension II: Analysis of verbal and investigative repertoires.

“…The ultimate Figure 1. Types of learning as described by Tiemann and Markle (1990) and further refined by Layng (2007). Figure 1.…”