ABSTRACT
Early computational models of reading treated reading as a disembodied process of examining a piece of text sequentially and in its entirety. More recent work has shown that reading does not always occur sequentially, and that embodying reading in a larger activity is beneficial to the reading process. This paper will present a cognitive model that uses reading plans to read instructional text nonsequentially and in the context of an activity. To support this model, we will discuss: 1) a taxonomy of reading plans and their functions; 2) a taxonomy of reading sub-plans and their roles; and 3) procedures for adapting reading plans. In addition, the results of a protocol study are given which support planned reading as a cognitive model.
