UNDERSTANDING READING DEVELOPMENT: A PHENOMENOLOGICAL PERSPECTIVE

dc.creator	ATLE SKAFTUN
dc.date	2012-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:08Z
dc.date.available	2015-08-12T11:19:08Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/9933689e925441dd96e30e27fd9843d5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27395
dc.description	The starting point of this article is a challenge presented to the research community in recent reviews of reading research and practice (Alexander & Fox 2004, 2007; Fox & Alexander 2009). That challenge is twofold in that it argues for the need for a unifying theory of reading that not only entails an expansion of the concepts of “text” and “reading” but is also capable of accounting for reading develop-ment throughout life. The present article compares and contrasts Alexander’s own attempt at taking up this challenge – the Model of Domain Learning (MDL) – with a general model of skill development – the Skill Model – which is rooted in a phenomenological understanding of being-in-the-world. The MDL is based on concepts that are generally accepted in the dominant reading-research community, meaning that the choice of concepts and dimensions to be included in the model represents a characteristic cognitive bias despite its explicit rejection of traditional expertise research. The Skill Model is put forward as a meaningful and promising framework based on an alternative understanding of “expertise” and “expert performance” in general that might provide fruitful answers to this and other challenges of current reading research.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=358
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 11, Pp 127-148 (2012)
dc.subject	Reading development
dc.subject	phenomenology
dc.subject	expertise
dc.subject	model of domain learning
dc.subject	skill model
dc.subject	involvement
dc.subject	reading strategies
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	UNDERSTANDING READING DEVELOPMENT: A PHENOMENOLOGICAL PERSPECTIVE
dc.type	article