The Construction-Integration Model of Text Comprehension and Its Implications for Instruction

By Walter Kintsch. 2004

299 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/660b5d8d02b6be282a6a5a68037e348501aea59c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gina Biancarosa
2. C. Barr
3. Emily Phillips Galloway
4. C. Dobbs
5. Alejandra Meneses
6. The Disciplined Reading and Learning Research Labo
7. Michael J. Kieffer
8. Jeannette Mancilla‐Martinez

In Education

1. The Disciplined Reading and Learning Research Labo
2. Jeannette Mancilla‐Martinez
3. Gina Biancarosa
4. C. Barr
5. P. Uccelli
6. Emily Phillips Galloway
7. Alejandra Meneses
8. C. Dobbs

Citations in the corpus

• Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “  ACADEMIC LANGUAGE & READING COMPREHENSION 6   Current psychological models of reading comprehension agree on the critical role played by language knowledge in reading comprehension (Gough & Tunmer, 1986; Kintsch, 2004; Perfetti & Stafura, 2014).”
• The impact of the classroom built environment on student perceptions and learning (2014, background): “For individuals to be able to construct meaning, text must be efficiently processed on multiple levels; organized from microstructure, the sentence structure used to represent the meaning of the text; to macrostructure, the higher-order organization of the text into larger sections; to the situation”
• Reading Into the Future: Competence for the 21st Century (2012, background): “Although models of reading development have long supported the development of interconnected processes (e.g., interest, strategic processing; Alexander, 2003; Kintsch, 2004), school-based assessments infrequently measure these as hallmarks of an individuals’ reading development.”
• Going Beyond the Fab Five: Helping Students Cope With the Unique Linguistic Challenges of Expository Reading in Intermediate Grades (2008, background): “They must also be able to read the text with some degree of fluency using appropriate speed, phrasing, prosody, and intonation so that they can channel enough cognitive resources for building a “situation model” (Kintsch, 2004) of the text.”
• Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “For instance, the research conducted by Kintsch (2004), and also by O’Reilly and McNamara (2007), suggests that text features (i.e., level of cohesion) and readers’ characteristics (i.e., background knowledge and comprehension skills) interactively impact reading comprehension.”
• Roles of morphological awareness in the reading comprehension of Spanish-speaking language minority learners: Exploring partial mediation by vocabulary and reading fluency (2012, background): “Such facilitation of automatic reading would thereby free attentional resources for processing the text base and making the inferences across propositions required to construct a situation model (Kintsch, 1998, 2004; Kintsch & van Dijk, 1978; Reynolds, 2000).”
• Toward a Unified Theory of Reading (2007, background): “The Kintsch and van Dijk theory has evolved through several iterations (e.g., van Dijk & Kintsch, 1983) and now is termed construction-integration theory (Kintsch, 1988, 1998, 2004).”
• Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis (2017, background): “We discuss these findings within the complex interaction among text, reader, and context in reading comprehension (Duke & Carlisle, 2011; Kintsch, 2004).”