Comprehending written language: a blueprint of the reader

By Charles A. Perfetti. 2000

321 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e15770f2ab92924311d7af8146983682f89eb488

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Citations in the corpus

Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, result): “The present findings and the DIER model are also in line with the Reading Systems framework by Perfetti and his colleagues (Perfetti, 1999; Perfetti et al., 2005; Perfetti & Stafura, 2014), according to which, knowledge about orthographic system and linguistic system is necessary for reading compreh”
Word Knowledge in a Theory of Reading Comprehension (2014, methodology): “Figure 1 presents a variation of such a framework, derived from a “blueprint” of the reader (Perfetti, 1999) and used to frame problems in comprehension (Perfetti, Landi, & Oakhill, 2005).”
Representing syllable information during silent reading: Evidence from eye movements (2004, background): “After all, one purpose of orthography is to encode phonological information, which can be used to generate a representation of the word that can be held in memory for comprehension (Perfetti, 1999; Rayner, 1998; Slowiaczek & Clifton, 1980). However, there are several reasons to doubt that the syllab”
The effect of a timed reading activity on EFL learners: Speed, comprehension, and perceptions (2010, unknown): “Well-established previous research on reading (e.g., Grabe, 2004, 2009; Koda, 2005; Perfetti, 1999; Pressley, 2006) shows that fluent reading generally involves lower-level and higher-level processes (Laberge & Samuels, 1974; Stanovich, 2000).”
Inference generation, story comprehension, and language skills in the preschool years (2013, background): “The purpose of this study was to examine young children’s inferences during literacy-related activities, as inferences are considered a critical determinant of comprehension ability (Perfetti, 1999).”
The role of L1 and L2 working memory in literal and inferential comprehension in L2 reading (2010, background): “Thus, generating inferences r United Kingdom Literacy Association 2009 ‘deep’ situation model (Perfetti, 1999).”
Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist? (2013, background): “Text-based, or causal inferences, for example, are those that are required to establish coherence within a text (Perfetti, 1999; Perfetti et al., 2005).”
Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, result): “The idea that ToM can inform situation model building is also in line with the Reading Systems Framework (Perfetti 1999; Perfetti and Stafura 2013).”
Language Impairment at School Entry and Later Reading Disability: Connections at Lexical Versus Supralexical Levels of Reading (2004, background): “Common to all these taxonomies is the assumption that word recognition is a relatively unique or “modular” component of reading, one not highly dependent on syntactic and semantic information in the surrounding context (Perfetti, 1999; Stanovich, 1990, 2000).”
Anticipating upcoming words in discourse: evidence from ERPs and reading times. (2005, background): “Furthermore, prediction has also been notably absent in authoritative monographs and survey chapters on language comprehension (e.g., Cutler & Clifton, 1999; Frazier, 1999; Kintsch, 1998; Perfetti, 1999; Pinker, 1994).”
3. RESEARCH ON TEACHING READING (2004, unknown): “…2000; Geva & Siegal, 2000; Geva & Verhoeven, 2000; Geva & Wang, 2001; Grabe & Stoller, 2002; Kamil, Mosenthal, Pearson, & Barr, 2000; Koda, 2004; National Reading Panel, 2000; Noordman & Vonk, 1999; Perfetti, 1999, 2003; Perfetti, Van Dyke, & Hart, 2001; Pressley, 2002c; Stanovich, 2000).”