- Rob Tierney is Dean Emeritus of the Faculty of Education at the University of British Columbia and Professor Emeritus... moreRob Tierney is Dean Emeritus of the Faculty of Education at the University of British Columbia and Professor Emeritus of Language and Literacy Education, an Honorary Professor and Past Dean of the Faculty of Education and Social Work at the University of Sydney (2010-13), a Visiting Distinguished Scholar at Beijing Normal University and a conjoint Professor for the Wollotuka Centre at the University of Newcastle. He has served as a member of the Faculties at the Ohio State University, the University of Illinois, University of Arizona, Harvard University and University of California-Berkeley.
Rob has published numerous books and scholarly articles focused upon literacy education, teacher development, cross-national educational research, educational assessment and equity. His recent projects have ranged from research on digital literacy and meaning making, the nature of educational scholarship across countries, teacher development projects in China and indigenous developments in Australia. He has served as editor of Reading Research Quarterly and an editorial board member to the American Educational Research Journal, Educational Researcher, the British Educational Research Journal, Journal of Literacy Research and Reading Research Quarterly. He has pursued funded research for various US government and Canadian agencies and been engaged in projects for UNESCO in Africa, Children’s Television Workshop, Apple Computer, the World Bank, various foundations and university consortium groups globally, across America and the Asia-Pacific region.
In Canada, Rob served as the President of the Association of Canadian Deans of Education where he guided the formulation of a National Accord on Teacher Education and a National Accord on Education Research. In Australia, he has been actively involved in national, state and local teacher education, educational research and indigenous efforts including with the Association of Australia Council of Deans of Education and affiliates
During his tenure in the US, he was President of the Literacy Research Association and Chair of the National Assembly of Research for the National Council of Teachers of English. He was engaged with graduate level research and teacher education initiatives and responsible for oversight of the National Eisenhower Center for Science and Mathematics Education and the ERIC clearinghouse for Science and Mathematics Education as well as US Reading Recovery’s national office.. He has been the recipient of a number of international and national awards including the W. S. Gray Award for contributions to literacy education, American Council of Teacher Education Award for contributions to Teacher Education and Beijing Normal University Award for contributions to international research collaborations. In Canada he received an award and lifetime membership in the Association of Canadian Deans of Education for his work.edit
Rob Tierney and P David Pearson explore the validity of claims associated with the Science of Reading as they have appeared in social media, the popular press, and academic works. The book offers a comprehensive review of these... more
Rob Tierney and P David Pearson explore the validity of claims associated with the Science of Reading as they have appeared in social media, the popular press, and academic works.
The book offers a comprehensive review of these claims—analyzing the evidence, reasoning, assumptions, and consequences associated with each claim—and closes with ideas for moving beyond the debates to greater consensus or accommodation of differences.
The book offers a comprehensive review of these claims—analyzing the evidence, reasoning, assumptions, and consequences associated with each claim—and closes with ideas for moving beyond the debates to greater consensus or accommodation of differences.
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Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural... more
Drawing upon tenets of critical theory, cultural capital, global epistemologies, decolonization, Indigenous ways of knowing, mobility and translanguaging, ethics, and global citizenship, this article proposes a model of cross-cultural meaning making and worldly reading as a foundation for global epistemological eclecticism in our research and pedagogical pursuits. The imaginary represents an aspirational model in the interest of decolonizing and supporting " other " —notably confronting western exclusivity and racism and mobilizing epistemologies of southern scholars and Indigenous communities.
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Defining our reading as global may seem foreign; it should not.The articles explores through examples of events and books how global meaning-making should be integral to all reading. Reading is a form of cultural study and engagement.... more
Defining our reading as global may seem foreign; it should not.The articles explores through examples of events and books how global meaning-making should be integral to all reading. Reading is a form of cultural study and engagement. Global readers are akin to researchers positioning themselves, grappling with their identities as they scrutinize the text themselves and the cauldron of global socio-political forces involved. They examine events, settings, characters and issues from different perspectives as they observe and participate aesthetically, vicariously, efferently, and critically.
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The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto's tenets are drawn from an interrogation of... more
The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto's tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.
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Considers the circumstances of Indigenous developments in Australia at the tertiary level for Australian Aboriginal and Torres Strait Islanders beginning with some historic background and then focused upon recent developments using one of... more
Considers the circumstances of Indigenous developments in Australia at the tertiary level for Australian Aboriginal and Torres Strait Islanders beginning with some historic background and then focused upon recent developments using one of Australia's premier and first university as a case study.
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Discusses my involvement in developments in the field of literacy associated with advances in cognitive perspectives on reading, learning to learn, reading as a composing process and reading-writing connections, assessing assessment and... more
Discusses my involvement in developments in the field of literacy associated with advances in cognitive perspectives on reading, learning to learn, reading as a composing process and reading-writing connections, assessing assessment and portfolios, digital developments associated with the Apple Classroom of Tomorrow, global engagements in China, Africa and Indigenous communities and the notions of global meaning-making. The engagements they have been informed by firsthand engagements with learners and a range of forms of participatory research as a means of moving beyond my predilections. Most critical have been guidance and feedback from my friends, colleagues and the communities we hope to serve.
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Should you visit one of my websites, I would hope that my passion for inquiry and discovery stand out. In my scholarly endeavors, I have been committed to contributing to positive change that is transformative, systemic, and sustainable –... more
Should you visit one of my websites, I would hope that my passion for inquiry and discovery stand out. In my scholarly endeavors, I have been committed to contributing to positive change that is transformative, systemic, and sustainable – striving for global eclecticism that is ethical, respectful, collaborative, and innovative. I suspect that you will see some of these characteristics played out in a material fashion in my writings, videos, and other work (much of which you can find at www.robertjtierney.com; www://independent.academia.edu/RobTierney; and https://literacyresearchcommons.org).Download the PDF and read more about Dr. Tierney's journey.
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Explores global literacy education for teachers tied to multiple literacies in and for a pluralistic world
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Discusses Covid-19 pandemic and systemic racism in terms of their influence on readers and explores the nature and significance of their interface with schooling.
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Explores how teachers might create spaces to address matters of divisiveness and conflicts.
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The paper offers a critical appraisal of the global knowledge developments in education using China's contributions in a fashion similar to a case study. The paper scrutinizes the complicity of Western educational research to euro-centric... more
The paper offers a critical appraisal of the global knowledge developments in education using China's contributions in a fashion similar to a case study. The paper scrutinizes the complicity of Western educational research to euro-centric biases and discusses the pursuit of a global epistemological eclecticism. To support this claim, the magnitude of the global knowledge economy, including country-by-country comparisons, is explored together with data pertaining to the success rate of submissions and citations. These data are used as the basis for arguments that the dominant research practices and developmental work serve Western interests, Western thought and a Western economy tied to standardization rather than eastern epistemological interests.
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The study examines globalization within and across China and the United States in conjunction with a portrayal of the nature of the scholarly endeavors over the past 10 years in the two preeminent educational research journals of these... more
The study examines globalization within and across China and the United States in conjunction with a portrayal of the nature of the scholarly endeavors over the past 10 years in the two preeminent educational research journals of these countries. By extensive analyses of topics, methodology, and citations the research clarifies the global and local forces at work within and across countries, including the types of internationalization occurring between the United States and People's Republic of China. The findings suggest that globalization involves forces in transaction with one another—local forces addressing national interests and international forces seeking a comparative perspective primarily tied to local interests. The findings suggest that globalization involves forces in transaction with one another—local forces addressing national interests and international forces seeking a comparative perspective primarily tied to local interests. The findings highlight the insularity of each country’s scholarly endeavors and how research is skewed toward western scholarship.
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This study explores the rhetorical ploys that President Donald Trump employed across selected rallies and State of the Union Addresses in 2018 and 2019. The analyses illuminate how adroitly Trump positions himself enlisting various... more
This study explores the rhetorical ploys that President Donald Trump employed across selected rallies and State of the Union Addresses in 2018 and 2019. The analyses illuminate how adroitly Trump positions himself enlisting various persona (e.g., advocate, protector, victim and savior) as he orchestrates people, ideas and symbols to resonate with and fortify his following. In so doing, the study builds upon the previous efforts of sociolinguists, communication theorists, investigative journalists and political scientists who have explored Trump's tweets and speeches-especially, how Trump situates ideas, himself and his audiences including the antecedents to his pronouncements from warrants and claims to attacks on critics and opponents to testimonials and identification by association.
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A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an... more
A concern for social justice pervades the espoused curriculum of many pre-service teaching programmes, but the extent to which that curriculum influences the beliefs students hold is an open question. With the goal of developing an instrument suitable for evaluating such beliefs at the degree programme level, the present study analysed responses to the Learning to Teach for Social Justice–Beliefs (LTSJ–B) Scale (Enterline, S., Cochran-Smith, M., Ludlow, J.H., & Mitescu, E. (2008). Learning to teach for social justice: Measuring change in the beliefs of teacher candidates. The New Educator, 4, 267–290. doi:10.1080/15476880802430361) from 304 Australian pre-service teachers. Exploratory factor analysis and Rasch analysis both indicated a two-factor structure, driven by a methodological artefact of item valence. We conclude from these findings that a short, five-item version of the LTSJ–B Scale would suitably balance psychometric and pragmatic considerations, in the broader context of working within an institutionally aligned system of teaching evaluation with multiple levels.
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Explores epistemological matters pertaining to literacy research especially related to subjectivity, knowledge claims and ethics. Published Presidential address at National Reading Conference/Literacy Research Association.
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Pearson, P. D. & Tierney, R. J. (1984). On becoming a thoughtful reader: Learning to read like a writer. In A. Purves & O. Niles (Eds.), Reading in the Secondary School (pp. 144-193). Chicago: National Society for the Study of Education.
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As originally conceived in education, portfolio ap-proaches were seen as a response to the failure of stan-dardized testing to capture the richness as well as the diversity of classroom experiences. In addition, teachers viewed them as a... more
As originally conceived in education, portfolio ap-proaches were seen as a response to the failure of stan-dardized testing to capture the richness as well as the diversity of classroom experiences. In addition, teachers viewed them as a dynamic means for connecting ...
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My goal is to step into Chinese educational practice and explore some areas that I think are salient for language learning and literacy including reading development. Essentially, the paper is a mix of practical theory and case-based... more
My goal is to step into Chinese educational practice and explore some areas that I think are salient for language learning and literacy including reading development. Essentially, the paper is a mix of practical theory and case-based study with links to research and theory extrapolations.
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Chinese and English version of paper presented at the Fifth Anniversary of the Faculty of Education, Beijing Normal University, June 28, 2014.
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Tierney, R. J. (1976). A comparison of Australian and American reading teachers. In J. E. Merritt (Ed.), New Horizons in Reading (pp. 537-549). Newark, DE: International Reading Association.
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A new Pan-Canadian accord renews the conversation about teacher education and teacher professionalism. This article discusses a set of Pan-Canadian education initiatives that are outlined by deans of education, through the Association of... more
A new Pan-Canadian accord renews the conversation about teacher education and teacher professionalism. This article discusses a set of Pan-Canadian education initiatives that are outlined by deans of education, through the Association of Canadian Deans of Education (ACDE). ...
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Various researchers, theorists, and applied scholars are reinvigorating, expanding, and shifting our view of reading comprehension as they explore the nature of the meaning making within digital environments. These scholars include:... more
Various researchers, theorists, and applied scholars are reinvigorating, expanding, and shifting our view of reading comprehension as they explore the nature of the meaning making within digital environments. These scholars include: social anthropologists interested in digital literacies as literacy practices and events; cultural and critical theorists intent on studying the politics of individuals and group identities; linguists including socio-semioticians interested in the advent of language systems especially the shifts in signs via new media; cognitive psychologists interested in learning in the context of the new knowledge economies and literary theorists intrigued by discussions of author–reader–text relationships provoked by new forms of text and educators interested in the nature and role of learning. Keywords: comprehension; literacy; reading
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Many of us have been participant observers in the advent of hypertext technologies in conjunction with excursions to Web sites, attempts to create our own sites, or what we have encountered on television (such as multilayered graphic... more
Many of us have been participant observers in the advent of hypertext technologies in conjunction with excursions to Web sites, attempts to create our own sites, or what we have encountered on television (such as multilayered graphic displays used in the evening news or ...
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Our conception of the new literacies (those associ-ated with digital technologies and multimodal representations) is grounded in an understanding of multiple literacies as social practices. Based on our observations of students in... more
Our conception of the new literacies (those associ-ated with digital technologies and multimodal representations) is grounded in an understanding of multiple literacies as social practices. Based on our observations of students in supportive class-room environments, individuals and ...
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Various researchers, theorists, and applied scholars are reinvigorating, expanding, and shifting our view of reading comprehension as they explore the nature of the meaning making within digital environments. These scholars include:... more
Various researchers, theorists, and applied scholars are reinvigorating, expanding, and shifting our view of reading comprehension as they explore the nature of the meaning making within digital environments. These scholars include: social anthropologists interested in digital literacies as literacy practices and events; cultural and critical theorists intent on studying the politics of individuals and group identities; linguists including socio-semioticians interested in the advent of language systems especially the shifts in signs via new media; cognitive psychologists interested in learning in the context of the new knowledge economies and literary theorists intrigued by discussions of author–reader–text relationships provoked by new forms of text and educators interested in the nature and role of learning. Keywords: comprehension; literacy; reading
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THE INFORMAL READING INVENTORY (IRI) is employed widely on the basis that it is one of a reading teacher's most useful tools for determining the reading per formance of individual pupils. The accuracy of placement by the IRI has been... more
THE INFORMAL READING INVENTORY (IRI) is employed widely on the basis that it is one of a reading teacher's most useful tools for determining the reading per formance of individual pupils. The accuracy of placement by the IRI has been assumed, presumably on the basis ...
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The Revised Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy, & Kirk 1968), currently in widespread use throughout much of the world, was developed for the purpose of assessing the strengths and weaknesses of children... more
The Revised Illinois Test of Psycholinguistic Abilities (Kirk, McCarthy, & Kirk 1968), currently in widespread use throughout much of the world, was developed for the purpose of assessing the strengths and weaknesses of children experiencing learning disabilities. Purporting to be diagnostic in nature, its major claim is that it can provide the bases for planning remedial instruction for an individual child. This article is concerned with an examination of the bases for this claim. Specifically, it is concerned with an analysis and evaluation of the differential diagnostic efficiency of the Revised Illinois Test of Psycholinguistic Abilities (ITPA). Determining the efficiency of tests in differential diagnosis is synonymous with evaluating that aspect of the validity of a test as an agent of differentiation. This aspect of validity is concerned with whether the difference between test scores actually means a difference between the skills represented in the test, e.g., between various subtests of the ITPA. Obviously such an assessment is integral to assessing the value of the ITPA. An examination and appreciation of the efficiency with which the ITPA can provide information relative to the strengths and weaknesses of an individual should precede any attempt at pinpointing intraindividual differences. In other words, before one accepts the ITPA as diagnostic, one should assess whether it has the differential diagnostic efficiency necessary for pinpointing the strengths and weaknesses of an individual. Given the nature and function of the ITPA, the basic question to be answered is this: Does the ITPA exhibit the differential diagnostic efficiency necessary for subtest comparisons at various age levels? If comparisons across tests are proved valueless, then application of techniques for making differential diagnosis should be considered a waste of time. If, on the other hand, comparisons prove tenable, then differential diagnostic procedures can be applied. Paraskevopoulos and Kirk (1969) address themselves to an assessment of the differential diagnostic properties of the ITPA; however, a number of problems arise. While they are emphatic about the need for care in doing differential diagnosis, their assessment of the differential diagnostic efficiency of the ITPA is inadequate. On the one hand, they report the reliability of difference scores and standard errors of measurement of differences and urge the test user not to interpret differences between scores obtained by an individual on different scores unless these scores are statistically reliable. On the other hand, minimal effort is made at interpretation of the reliability of difference data. Indeed, the use of medians as representative of the reliability data at all age levels hinders interpretation. In addition, instead of evaluating the diagnostic efficiency of the tests, standard errors of measurement of differences are reported and the use of 2.5 SEm confidence bands are suggested as minimal for determining whether a difference between test scores is a true difference. Their provision of these data is admirable but premature. The application of
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... James W. Cunningham University of North Carolina-Chapel Hill Robert J. Tierney University of Arizona ... All scores on the pre-test, for both the reading and buffer groups, were analyzed together to obtain a Kuder-Richardson 20... more
... James W. Cunningham University of North Carolina-Chapel Hill Robert J. Tierney University of Arizona ... All scores on the pre-test, for both the reading and buffer groups, were analyzed together to obtain a Kuder-Richardson 20 reliabli-ty coefficient for each of the six tests. ...
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THE INFORMAL READING INVENTORY (IRI) is employed widely on the basis that it is one of a reading teacher's most useful tools for determining the reading per formance of individual pupils. The accuracy of placement by the IRI has been... more
THE INFORMAL READING INVENTORY (IRI) is employed widely on the basis that it is one of a reading teacher's most useful tools for determining the reading per formance of individual pupils. The accuracy of placement by the IRI has been assumed, presumably on the basis ...
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... Identifiers: N/A. Record Type: Non-Journal. Level: 1 - Available on microfiche. Institutions: N/A. Sponsors: N/A. ISBN: N/A. ISSN: N/A. Audiences: N/A. Languages: N/A. Education Level: Grade 7; Grade 8; Junior High Schools. Direct... more
... Identifiers: N/A. Record Type: Non-Journal. Level: 1 - Available on microfiche. Institutions: N/A. Sponsors: N/A. ISBN: N/A. ISSN: N/A. Audiences: N/A. Languages: N/A. Education Level: Grade 7; Grade 8; Junior High Schools. Direct Link: ...
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In light of recent theoretical and empirical developments in the areas of reading, writing, and learning, this article proposes a view of literacy learning in which various forms of reading and writing are conceptualized as unique ways of... more
In light of recent theoretical and empirical developments in the areas of reading, writing, and learning, this article proposes a view of literacy learning in which various forms of reading and writing are conceptualized as unique ways of thinking about and exploring a topic of study en route to acquiring knowledge. Throughout this article, we take the theoretical position that a topic of study is analogous to a conceptual “landscape” about which knowledge is best acquired by “traversing” it from a variety of perspectives. In this system, different forms of reading and writing represent the “traversal routes” through which an individual can explore a given content domain. Specifically, we wish to argue that more complex or diverse combinations of different forms of reading and writing provide a learner with the means to conduct a more critical inquiry of a topic by virtue of the multiple perspectives or ways of “seeing” and thinking that these reading and writing exchanges permit. F...
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1. Reviews theoretical and empirical work completed since 1980 on the connections between reading and writing. Three perspectives on these connections are addressed. The shared knowledge-shared process perspective is based on reading... more
1. Reviews theoretical and empirical work completed since 1980 on the connections between reading and writing. Three perspectives on these connections are addressed. The shared knowledge-shared process perspective is based on reading theory, cognitive psychology, and linguistics. The communications perspective treats the reading–writing relationship as a negotiation between readers and writers. Finally, the collaborative perspective considers the impact of using reading and writing together to accomplish ...
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The report includes responses by a linguist, Robert N. Kantor (p. 19) and an educator, Bonnie B. Armbruster (p. 28)
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... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and... more
... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and Dooling and Lachman (197 1 ...
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Contents: I. Beck, Developing Comprehension: The Impact of the Directed Reading Lesson. P.D. Pearson, Guided Reading: A Response to Isabel Beck. D. Durkin, Do Basal Manuals Teach Reading Comprehension? R. Farr, Reaction to "Do Basal... more
Contents: I. Beck, Developing Comprehension: The Impact of the Directed Reading Lesson. P.D. Pearson, Guided Reading: A Response to Isabel Beck. D. Durkin, Do Basal Manuals Teach Reading Comprehension? R. Farr, Reaction to "Do Basal Manuals Teach Reading Comprehension?" J. Osborn, The Purposes, Uses, and Contents of Workbooks and Some Guidelines for Publishers. P.M. Cunningham, What Would Make Workbooks Worthwhile? A. Davison, Readability -- Appraising Text Difficulty. W.H. MacGinitie, Readability as a Solution Adds to the Problem. B. Bruce, A New Point of View on Children's Stories. G.M. Green, On the Appropriateness of Adaptations in Primary-Level Basal Readers: Reaction to Remarks by Bertram Bruce. T.H. Anderson, B.B. Armbruster, Content Area Textbooks. H.L. Herber, Subject Matter Texts -- Reading to Learn: Response to a Paper by Thomas H. Anderson and Bonnie B. Armbruster. T.P. Pietras, Cultural Variation and Textbook Publication Vis a Vis Jelly Beans and Designer Genes. R.C. Anderson, Role of the Reader's Schema in Comprehension, Learning, and Memory. J.D. Bransford, Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks. B.B. Armbruster, A.L. Brown, Learning From Reading: The Role of Metacognition. D.S. Strickland, Summary Discussion. R.J. Tierney, A Synthesis of Research on the Use of Instructional Text: Some Implications for the Educational Publishing Industry in Reading.
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The inferential operations of mildly mentally retarded students reading at the intermediate level were investigated using methods based on discourse comprehension theory. We hypothesized that problems encountered in reading by these... more
The inferential operations of mildly mentally retarded students reading at the intermediate level were investigated using methods based on discourse comprehension theory. We hypothesized that problems encountered in reading by these students are related to difficulties in generating logical inferences. Mildly retarded junior-high students and nonretarded third-grade students of the same reading comprehension level read and recalled a descriptive expository and a narrative passage. On the expository passage mildly retarded students generated the same quantity of inferences as did nonretarded students, but the inferences were qualitatively inferior. On the narrative passage the differences between the two groups were not significant. These findings were discussed in relation to the cognitive functioning of mildly retarded students.
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Tierney, R. J., & Pearson, P. D. (1981). Learning to learn from text: A framework for improving classroom practices. In E. Dishner, J. Readence, & T. Bean (Eds.), Reading in the Content Area: Improving Classroom Instruction. New York:... more
Tierney, R. J., & Pearson, P. D. (1981). Learning to learn from text: A framework for improving classroom practices. In E. Dishner, J. Readence, & T. Bean (Eds.), Reading in the Content Area: Improving Classroom Instruction. New York: Kendall Hunt. Also in L. Reed (Ed.), Basic Skills Issues and Choices, CEMREL and NIE, 1982. Also translated into Danish and appeared in Loesning. Also in H. Singer & R. Ruddell (Eds.) (1985). Theoretical Models and Processing of Reading. Newark, DE: International Reading Association.
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... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and... more
... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and Dooling and Lachman (197 1 ...
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Publisher Summary This chapter discusses the evolvement of a description of text through mapping. There are two major, independently useful products of relational mapping—the map and the list of relationship propositions. The map is a... more
Publisher Summary This chapter discusses the evolvement of a description of text through mapping. There are two major, independently useful products of relational mapping—the map and the list of relationship propositions. The map is a graphical representation of the concepts and relationships that text analysts identify as the intended message of the author. It is constructed by identifying the concepts in the text and then graphing (mapping) the relationships that hold the concepts together to form a coherent whole. Three major assumptions guide the mapping process. The first assumption is that the text forms a coherent discussion of the topic. The second assumption is that the concepts presented by the author are organized and are subsumed (embedded) by their relationship to the topic of the text. The third assumption is that a relatively limited set of relationship types will be adequate in representing all the ways in which two concepts can be related to each other in informative discourse.
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... The concept of register embodies the kind of non-textual, contextual facts that invoke in the reader relevant prior knowledge necessary to the understanding of any text. Halliday and Hasan conceive of the relationship between register... more
... The concept of register embodies the kind of non-textual, contextual facts that invoke in the reader relevant prior knowledge necessary to the understanding of any text. Halliday and Hasan conceive of the relationship between register and text as one aspect of the text's ...
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... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and... more
... On a classe celle-ci selon la Taxonomie des infirences ddpendant de textes de Fredericksen. ... Furthermore, studies by Schallert (1976), Frederiksen (1975a), Sherman (1976), Sulin and Dooling (1974), Bransford and Johnson (1972), and Dooling and Lachman (197 1 ...
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The inferential operations of mildly mentally retarded students reading at the intermediate level were investigated using methods based on discourse comprehension theory. We hypothesized that problems encountered in reading by these... more
The inferential operations of mildly mentally retarded students reading at the intermediate level were investigated using methods based on discourse comprehension theory. We hypothesized that problems encountered in reading by these students are related to difficulties in generating logical inferences. Mildly retarded junior-high students and nonretarded third-grade students of the same reading comprehension level read and recalled a descriptive expository and a narrative passage. On the expository passage mildly retarded students generated the same quantity of inferences as did nonretarded students, but the inferences were qualitatively inferior. On the narrative passage the differences between the two groups were not significant. These findings were discussed in relation to the cognitive functioning of mildly retarded students.
Research Interests: Psychology, Cognition, Reading, Adolescent, Intellectual Disability, and 3 moreMedicine, Humans, and Child
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In this study the relationship between Halliday and Hasan's (1976) system for analyzing cohesion and instructors' rankings of textual coherence was explored. Twelfth grade students were asked to write essays after viewing... more
In this study the relationship between Halliday and Hasan's (1976) system for analyzing cohesion and instructors' rankings of textual coherence was explored. Twelfth grade students were asked to write essays after viewing filmstrips, and their papers were analyzed for various cohesive ties. Teachers rated the essays with respect to clarity of expression and general coherence, and their rankings were compared to the cohesive analyses. The results argue against using cohesion analysis as an index of textual coherence; i.e., there appears to be no causal relationship between proportional measures of cohesive ties and coherence rankings. The purpose of the present study is to explore the extent to which Halliday and Hasan's (1976) concept of cohesion, applied as a text analysis system, serves as an index of textual coherence. Specifically, we wanted to check to what extent a statistical accounting of cohesive ties was a legitimate means of measuring and evaluating text coherence. Our concern for the cohesion concept derives from our interest in structural analyses of text (see Tierney & Mosenthal, 1980). Text analysis systems are used to predict and explain comprehension of text. The cohesion concept of Halliday and Hasan (1976) offered a special appeal since it claimed to represent a non-structural property of text. A non-structural, cohesive analysis of text seemed to offer a complementary, original means of examining the effects of text features on comprehension. However, a general problem with the use of text analysis, and especially so with cohesion, is the assumption that the features of text subject to analysis cause or determine a text's coherence for a reader. The mistake, we feel, is to regard coherence as the product of textual features. Morgan (1978), Morgan and Sellner (1980), and Levy (1979) make this point with respect to the cohesion concept of Halliday and Hasan (1976). Their argument, quite simply, is that cohesion, used as a text analysis system, amounts to a counting and categorizing of words and phrases in text defined by Halliday and Hasan to be cohesive. Therefore, any remark about a text's coherence based on a cohesion index is open to the criticism that coherence is being located in the text and described as a product of specifically textual features. The present study examines the legitimacy of this criticism and attempts to come to some conclusions about the relationship of cohesion and cohesive analysis to the coherence of text. Research in the Teaching of English, Vol. 17, No. 3, October 1983