Chapter 9 Toward a Comprehensive Model of Comprehension

By Danielle S. McNamara, Joseph P. Magliano. 2009

683 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/004791ef788ac5267134bce695479c7b69e1b62a

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Citations in the corpus

Understanding the Relative Contributions of Lower‐Level Word Processes, Higher‐Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers (2012, background): “…provide details about the nature of mental representations of text, they frequently fail to account for complex relationships among the sources of individual differences that both form these mental representations and predict reading comprehension performance (McNamara & Magliano, 2009).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “Similarly discourse comprehension theories suggest that a quality mental model is not merely a function of how much knowledge is available, but the structure and interconnectedness of that information in memory (W. Kintsch, 1988; McNamara & Magliano, 2009).”
Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018, background): “Text comprehension and the role of media Theoretical models of reading comprehension have extensively considered the interplay among reader characteristics, text content and design, and reading instructions (for a review see McNamara & Magliano, 2009).”
Reading Comprehension (2016, background): “A second set of models1 focuses on the identification of various processes concerned primarily with the construction of the mental representation during reading (see McNamara & Magliano, 2009, for a review).”
The Role of Executive Functions in Reading Comprehension (2017, background): “McNamara and Magliano (2009) reviewed and compared one set of models,1 which are concerned primarily with the construction of the mental representation during reading: The Construction-Integration Model (Kintsch 1988), the Structure-Building Framework (Gernsbacher 1991), the Resonance Model…”
Question Answering in the Context of Stories Generated by Computers (2016, background): “For comprehensive reviews, see Graesser et al. (1997) and McNamara and Magliano (2009).”
Handbook of Epistemic Cognition (2016, background): “Even though there are many definitions of what actually constitutes successful reading comprehension, a core component of most definitions is that it involves the construction of a mental representation of the text in readers’ memory (McNamara & Magliano, 2009).”
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “Such knowledge is central for inference-making processes to adequately construct a coherent situation model (Graesser et al., 1994; Long & Lea, 2005; McNamara & Magliano, 2009).”
Knowledge Revision Processes in Refutation Texts (2014, neutral): “…Gerrig & O’Brien, 2005; Goldman & Varma, 1995; Graesser, Singer, & Trabasso, 1994; Kintsch & van Dijk, 1978; Magliano, Trabasso, & Graesser, 1999; McNamara & Magliano, 2009; O’Brien & Myers, 1999; Rapp & van den Broek, 2005; Tzeng, van den Broek, Kendeou, & Lee, 2005; van den Broek, Young,…”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “…representation that readers construct as a result of the process of understanding words, sentences, and their respective relations within a text 1 (McNamara & Magliano, 2009), whereas others focus on the developmental trajectories of various processes and skills central to reading comprehension…”
Cognitive Affective Engagement Model of Multiple Source Use (2017, background): “The past 40 years have been marked by a proliferation of theories explaining how learners come to comprehend information in text (Guthrie & Wigfield, 1999; Kintsch & van Dijk, 1978; McNamara & Magliano, 2009).”
Word Knowledge in a Theory of Reading Comprehension (2014, background): “Theories tackled one or more aspects of comprehension (for a review, see McNamara & Magliano, 2009).”
DMIP: A Method for Identifying Potentially Deliberate Metaphor in Language Use (2018, background): “In DMT, however, predictions about the way in which deliberate versus nondeliberate metaphor is processed are established in connection with theories of text comprehension in discourse psychology (e.g., Van Dijk and Kintsch 1983; McNamara and Magliano 2009).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “Despite these different perspectives, nearly all discourse comprehension models assume that readers establish coherence by generating text-based inferences to make sense of causal, temporal, and spatial relationships in discourse (McNamara & Magliano, 2009).”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Reading comprehension is a complex cognitive process that involves both lower (e.g., decoding, orthographic processes) and higher level processing of information to extract meaning from text (McNamara & Magliano, 2009).”