Literaturnachweis - Detailanzeige
| Autor/inn/en | Perfetti, Charles A.; McCutchen, Deborah |
|---|---|
| Institution | Pittsburgh Univ., PA. Learning Research and Development Center. |
| Titel | Schooled Language Competence: Linguistic Abilities in Reading and Writing. |
| Quelle | (1986), (70 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Applied Linguistics; Cognitive Development; Communication Skills; Language Processing; Language Proficiency; Language Research; Linguistic Competence; Psycholinguistics; Reading Ability; Reading Writing Relationship; Writing Skills |
| Abstract | The notion that a set of restricted-generalized abilities underlies both reading and writing is explored in this essay. Following a definition of schooled language competence (SLC), the first section asserts that knowledge and problem solving are insufficient and nonlinguistic approaches to language competence. The second section focuses on linguistic and nonlinguistic sources of reading skill and presents two related arguments for reading as a restricted-general ability. The first argument asserts that meaning comprehension and interpretation are not the same, while the second claims that comprehension processes representing "meaning comprehension" can become impenetrable by knowledge, beliefs, and expectations. The implications of these arguments for research on reading ability are also discussed. Emphasizing linguistic and nonlinguistic sources of writing skill, the third section suggests (1) that a general language competence underlies both reading and writing skills, and distinguishes this SLC from more basic communicative language skills, (2) that SLC, like basic competence, depends at its core on linguistic symbol manipulation, and (3) that, because reading and writing have more than shared features, some disassociation between reading and writing skills might be expected. The essay concludes by observing that recent research demonstrates a role for knowledge-free general abilities in both reading and writing. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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