A Sociocognitive Model of Meaning-Construction

The Reader, the Teacher, the Text, and the Classroom Context

Authored by: Robert B. Ruddell , Norman J. Unrau , Sandra McCormick

Theoretical Models and Processes of Literacy

Print publication date:  October  2018
Online publication date:  October  2018

Print ISBN: 9781138087262
eBook ISBN: 9781315110592
Adobe ISBN:

10.4324/9781315110592-13

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Abstract

Early in the 20th century, Huey (1908/1968) described the process of reading as the “most remarkable specific performance that civilization has learned in all its history” (p. 6). The model, depicted in Figure 11.1, provides insight into many of the intricacies involved in this extraordinary act called reading, from a sociocognitive point of view. Specifically, the model proposes the factors that are involved when “meaning is constructed” interactively within social environments comprised of readers, teachers, texts, and classroom contexts, and it demonstrates how these four components often are in a state of dynamic change and interchange while individuals are engaged in making sense of print. The model supports the view that understanding text is not a static endeavor in which the text is the only conveyer of meaning, but, rather, a meaning-construction process, with meanings constructed as a result of a variety of interactions with a text.

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