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Knowledge Construction and Integration Theory/Model of Reading

Knowledge Construction and Integration Theory/Model of Reading. EDC565 Group Presentations - Julie Coiro. Principles of Knowledge Construction & Integration Model (C-I Model) of Reading . Kintsch & Van Dijk (1978) original theorists

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Knowledge Construction and Integration Theory/Model of Reading

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  1. Knowledge Construction and Integration Theory/Model of Reading EDC565 Group Presentations - Julie Coiro

  2. Principles of Knowledge Construction & Integration Model (C-I Model) of Reading • Kintsch & Van Dijk (1978) original theorists • A.Decoding: perceiving text from a page into propositions (or idea units) • B.Comprehension: Recalling propositions from a text base (microstructure - connected idea units PLUS macrostructure - the gist) • C. Comprehension: Actively generating a situation model (connecting prior knowledge / experiences to the textbase for a certain purpose) • Reading is…activelyconstructing a situation model that will be remembered and can be used effectively for a certain purpose (A+B+C = C-I Model)

  3. Aligning C-I Models of Reading With Historical Eras • Best fits in Information Processing Era (1976-1985) • Rooted in cognitive psychology and processes of the human mind • Key role of prior knowledge (PK) and its influence on text-based learning • Links between PK, comprehension, memory & strategic processing • Hints toward considering contextual influences (specific purposes for reading) and reader’s motivation (active engagement)

  4. Conditions that prompted C-I Models of Reading • Limitations of behavioristic approaches that suggest passive drill (vs. active construction) • Era of cognitive psychology and uncovering the complex hidden processes of higher-level reading comprehension (beyond decoding) • Funding for basic research (vs. applied research) • Focus on adult expert-models of fluency meaning making to know what goal state we want to achieve with beginning readers

  5. Leading Researchers of C-I Research in Reading • Walter Kintsch, Eileen Kintsch, andTeun van Dijk (Dutch linguist) • Danielle McNamara: cognitive science and prompting comprehension expertise with computer simulations • Art Graesser: higher level reading comprehension • Thomas Landauer: Latent Semantic Analysis (computer approximates human judgment about knowledge representation - writing)

  6. How does a C-I model inform research in reading? • Research Questions • Examine learner factors (BK, motivation, strategy use) and text factors (lack of coherence) • Methodologies • Measure active inferencing and linking with personal knowledge • Instructional Recommendations: • How to motivate readers to actively struggle with hard text? • How to help students “fill gaps” to construct coherent textbase and “make connections” to construction coherent situation model

  7. Visual of C-I Model • I will draw my visual on paper and have copies prepared for class.

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