dc.contributor.author | Skaftun, Atle | |
dc.date.accessioned | 2015-02-13T10:04:52Z | |
dc.date.available | 2015-02-13T10:04:52Z | |
dc.date.issued | 2011 | |
dc.identifier.citation | Skaftun, A. (2011) Understanding reading development : a phenomenological perspective. L1 Educational Studies in Language and Literature, 11, pp. 127-148 | nb_NO |
dc.identifier.issn | 15731731 | |
dc.identifier.issn | 1578-6617 | |
dc.identifier.uri | http://hdl.handle.net/11250/276246 | |
dc.description.abstract | 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. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | International Association for the Improvement of Mother Tongue Education | nb_NO |
dc.rights | Navngivelse-Ikkekommersiell-IngenBearbeidelse 3.0 Norge | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/no/ | * |
dc.subject | reading development | nb_NO |
dc.subject | lesevitenskap | nb_NO |
dc.subject | literacy | nb_NO |
dc.subject | phenomenology | nb_NO |
dc.subject | model of domain learning | nb_NO |
dc.subject | skill model | nb_NO |
dc.subject | reading strategies | nb_NO |
dc.subject | lesestrategier | nb_NO |
dc.title | Understanding reading development : a phenomenological perspective | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.subject.nsi | VDP::Humanities: 000::Literary disciplines: 040 | nb_NO |
dc.source.pagenumber | 127-148 | nb_NO |
dc.source.volume | 11 | nb_NO |
dc.source.journal | L1 Educational Studies in Language and Literature | nb_NO |