This article presents a general theory of text processing that delineates the parallel operations in reading and writing. In particular, the theory discusses (1) common information location and retrieval procedures, (2) shared cognitive strategies employed to transform background knowledge into a text world, and (3) the role of context in the production of meaning.
Get full access to this article
View all access options for this article.
References
1.
Adams, M. J.
, & Collins, A. (1977). A schema-theoretic view of reading (Technical Report No. 32). Urbana: University of Illinois, Center for the Study of Reading.
2.
Bagley, D.
(1937). A critical study of objective estimates in the teaching of English. British Journal of Educational Psychology, 7, 57-71.
3.
Beaugrande, R. de
(1980). Text, discourse, and process. Norwood, NJ: Ablex.
4.
Beaugrande, R. de
(1982). Psychology and composition: Past, present, future. In M. Nystrand (Ed.), What writers know: Studies in the psychology of writing. New York: Academic Press.
5.
Birnbaum, J.
(1982). The reading and composing behaviors of selected fourth and seventh grade students. Research in the Teaching of English, 16, 241-260.
6.
Birnbaum, J.
& Emig, J. (1983). Creating minds, created texts: Writing and reading. In R. Parker & F. Davis (Eds.), Developing literacy: Young children's use of language. Newark, DE: International Reading Association.
7.
Bracewell, R. J.
(1980). Writing as a cognitive activity. Visible Language, 14, 400-422.
8.
Brandt, D.
(1983). Writer, context, and text. Paper presented at the meeting of the Conference on College Composition and Communication, Detroit, MI.
9.
Britton, J.
, Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities (11-18). London: Macmillan.
10.
Bruner, J.
(1974). The ontogenesis of speech acts. Journal of Child Language, 2, 1-19.
11.
Carey, R.
, Harste, J., & Smith, S. (1981). Contextual constraints and discourse processes: A replication study. Reading Research Quarterly, 6, 382-410.
12.
Chall, J.
, & Jacobs, V. (1983). Writing and reading in the elementary grades: Developmental trends among low SES children. Language Arts, 60, 617-626.
13.
Christiansen, M.
(1965). Tripling writing and omitting readings in freshman English: An experiment. College Composition and Communication, 16, 122-124.
14.
Clark, J. D.
(1935). A four-year study of freshman English. English Journal, 24, 404-410.
15.
Clay, M.
(1975). What did I write?London: Heinemann.
16.
Cohn, M.
(1981). Observations of learning to read and write naturally. Language Arts, 58, 549-556.
17.
DeFord, D.
(1981). Literacy: Reading, writing, and other essentials. Language Arts, 58, 652-658.
18.
Diederich, P.
(1957). The problem of grading essays. Mimeographed. Princeton, NJ: Educational Testing Service.
19.
Doctorow, M.
, Wittrock, M. C., & Marks, C. (1978). Generative processes in reading comprehension. Journal of Educational Psychology, 70, 109-118.
20.
Dyson, A.
(1982). Reading, writing, and language: Young children solving the written language puzzle. Language Arts, 59, 829-839.
21.
Evans, R.
(1976). The relationship between the reading and writing of syntactic structures. Research in the Teaching of English, 13, 129-136.
22.
Fillmore, C.
(1968). The case for case. In E. Back & R. Harms (Eds.), Universals in linguistic theory. New York: Holt, Rinehart, & Winston.
23.
Flower, L.
, & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
24.
Graves, D.
(1983). Writing: Teachers and children at work. Exeter, NH: Heinemann.
25.
Halliday, M.A.K.
(1974). Language and social man. London: Longman.
26.
Halliday, M.A.K.
, & Hasan, R. (1976). Cohesion in English. London: Longman.
27.
Harste, J.
, Woodward, V., & Burke, C. (1984). Language stories and literacy lessons. Portsmouth, NH: Heinemann.
28.
Hayes, J.
, & Flower, L. (1983). What reading protocols reveal about reading comprehension. Paper presented at the meeting of the American Educational Association, Montreal, Canada.
29.
Iser, W.
(1978). The act of reading: A theory of aesthetic response. London: Routledge & Kegan Paul.
30.
Kintsch, W.
(1974). The representation of meaning in memory. Hillsdale, NJ: Erlbaum.
31.
Kintsch, W.
, & Dijk, T. A., van. (1978). Towards a model of text comprehension and production. Psychological Review, 85, 363-394.
32.
Kucer, S. B.
(1983). Text production and comprehension from a transactional perspective. Promising Research Award paper presented at the Conference of the National Council of Teachers of English, Denver, CO.
33.
Langer, J.
(1984). The effects of available information on responses to school writing tasks. Research in the Teaching of English, 18, 27-44.
34.
Loban, W.
(1976). Language development: Kindergarten through grade twelve. Urbana, IL: National Council of Teachers of English.
35.
Maloney, H. (1967). An identification of excellence in expository composition performance in a selected 9A population with an analysis of reasons for superior performance. Unpublished doctoral dissertation, Columbia University.
36.
Monk, R. (1958). A study to determine the relationship between children's home environments and their school achievement in written English. Unpublished doctoral dissertation, University of Washington.
37.
Murray, D.
(1978). Internal revision: A process of discovery. In C. Cooper & L. Odell (Eds.), Research on composing. Urbana, IL: National Council of Teachers of English.
38.
Neisser, U.
(1976). Cognition and reality. San Francisco: Freeman.
39.
Nejad, A. I.
(1980). The schema: A structural or a functional pattern (Technical Report No. 159). Urbana: University of Illinois, Center for the Study of Reading.
40.
Page, W.
(1974). The author and the reader in writing and reading. Research in the Teaching of English, 8, 170-183.
41.
Petrotsky, A.
(1982). From story to essay: Reading and writing. College Composition and Communication, 33, 19-36.
42.
Perron, J. D.
(1976). The impact of mode on written complexity: Part I (Report No. 24). Athens: University of Georgia, Department of Language Education.
43.
Pichert, J. W.
, & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 63, 309-315.
44.
Rosenblatt, L.
(1978). The reader, the text, the poem. Carbondale: Southern Illinois University Press.
45.
Ruddell, R.
(1969). Psycholinguistic implications for a system of communication model. In K. S. Goodman & J. T. Flemming (Eds.), Psycholinguistics and the teaching of reading. Newark, DE: International Reading Association.
46.
Rumelhart, D. E.
(1975). Notes on a schema for stories. In D. Bobrow & A. Collins (Eds.), Representation and understanding. New York: Academic Press.
47.
Rumelhart, D. E.
(1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Erlbaum.
48.
Rumelhart, D. E.
(1984). Understanding Understanding. In J. Flood (Ed.), Understanding reading comprehension. Newark, DE: International Reading Association.
49.
Rumelhart, D. E.
, & Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Spiro, & W. E. Montageu (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.
50.
Sankoff, G.
(1980). The social life of language. Philadelphia: University of Pennsylvania Press.
51.
Schonell, F.
(1942). Backwardness in the basic subjects. Toronto: Clarke, Irwin.
52.
Shanahan, T. (1980). A canonical correlational analysis of the reading-writing relationship: An exploratory investigation. Unpublished doctoral dissertation, University of Delaware.
53.
Shanklin, N.
(1982). Relating reading and writing: Developing a transactional model of the writing process (Monographs in Language and Reading Studies). Bloomington: Indiana University.
54.
Sommers, N. I. (1978). Revision in the composing process: A case study of college freshmen and experienced adult writers. Unpublished doctoral dissertation, Boston University.
55.
Sowers, S.
(1979). A six-year-old's writing process: The first half of first grade. Unpublished manuscript.
56.
Spivey, N. (1983). Discourse synthesis: Constructing texts in reading and writing. Unpublished doctoral dissertation, University of Texas.
57.
Squire, J.
(1983). Composing and comprehending: Two sides of the same basic process. Language Arts, 60, 581-589.
58.
Sticht, T.
, Beck, L., Hauck, R., Kleinman, G., & James, J. (1974). Auding and reading: A developmental model. Alexandria, VA: Human Resources Research Organization.
59.
Stotsky, S.
(1975). Sentence-combining as a curricular activity: Its effect on written language development and reading comprehension. Research in the Teaching of English, 9, 30-71.
60.
Stotsky, S.
(1983). Research on reading/writing relationships: A synthesis and suggested directions. Language Arts, 60, 627-642.
61.
Taylor, H. (1983). Listening comprehension and reading comprehension as predictors of achievement in college composition. Unpublished doctoral dissertation, University of Washington.
62.
Teale, W.
(1982). Toward a theory of how children learn to read and write naturally. Language Arts, 59, 555-570.
63.
Tierney, R.
, Leys, M., & Rogers, T. (1984). Comprehension, composition, and collaboration: Analysis of communicative influences in two classrooms. Paper presented at the Conference on Contexts of Literacy, Snowbird, UT.
64.
Tierney, R.
, & Pearson, D. (1983). Toward a composing model of reading. Language Arts, 60, 658-680.
65.
van Dijk, T. A.
(1979). From text grammar to interdisciplinary discourse studies. Paper presented at the La Jolla Conference on Cognitive Science, University of California at San Diego, La Jolla.
66.
van Dijk, T. A.
(1980). Macrostructures. Hillsdale, NJ: Erlbaum.
67.
van Dijk, T. A.
, & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
68.
Yoos, G.
(1979). An identity of roles in writing and reading. College Composition and Communication, 30, 245-249.
