The functions of language in parent-child book reading events
Bibliographic Data
| ID | 4255352 |
|---|---|
| Authors | Carolyn P Panofsky (Providence College, corresponding author) |
| Year | 1989 |
| Volume | 28 |
| Issue | 2 |
| Pages | 120-125 |
| Publication date | 1989-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848909543390 |
| OpenAlex | W2074958093 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
tangible than earlier conceptions suggested, and that what the reader brings to the text is of central importance to the meaning he or she will take away from the experience of reading (e.g., Bransford, 1979). We know quite a bit about what readers bring to reading-knowledge of the world, of other specific texts, and of general features of text (e.g., Spiro, Bruce, & Brewer, 1980). From the perspective of cognitive psychology, this knowledge can be divided into two kinds-declarative knowledge, which includes things a person can say about a topic, and procedural knowledge, which includes operations or a person can enact (e.g., Nelson, 1977). We hear a lot these days about strategies-strategies students need and ways for teachers to teach strategies. Poor readers seem not to have effective strategies, but readers do. Where do these good reader strategies come from
Cognition · Cognitive science · Linguistics · Meaning (existential · Need to know · Perspective (graphical · Reading (process · Computer Science · Psychology · Reading and Literacy Development · Themes in Literature Analysis
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 1993 - 1998 (6) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |