ABSTRACT
IV. Sentence Reading A. What the Pupil Needs to Know and What the Teacher Needs to
Teach B. Reading the Syntactic Structure C. Reading the Punctuation D. Comprehending Anaphora and Ellipses
V. Text Modeling Processes A. Integration of Propositions: Local Coherence or Cohesion B. Understanding the Text's Global Coherence or Organization
VI. Paragraph and Total-Text Reading A. Subs kills of Paragraph Comprehension B. Reading for the Main Idea C. Reading for Details: Simple Listing, Sequence, and Directions D. Comprehending Paragraph Organization E. Cues Signaling Paragraph and Whole-Text Organization
VII. Summary
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The previous chapter's concern was lexical access and semantic encoding, or the association of meaning with a single word, which is the most elemental form of comprehension. This chapter goes beyond this, exploring the problems of reading when the reader has to grasp the meaning of a larger unitary idea, to organize meaning into thought units, and to comprehend units of increasing size, namely such higher-order structures as phrases, clauses, sentences, paragraphs, and total text. Smith and Dechant (1961; Dechant & Smith, 1977) note that the good reader is not limited to word-by-word reading. The good reader can reason with words, with verbal concepts, and with sentences (Just & Carpenter, 1987).
