Abstract of

Readers' Implicit Models of Reading

Gregory Schraw

Roger Bruning

We examined the relationship between readers' implicit models of the reading process (i.e., tacit, systematic assumptions about the role of the reader) and reader engagement. A factor analysis of a self-report inventory produced two factors. Factor 1 corresponded to a transmission model (i.e., beliefs that meaning is transmitted from the author and/or text). Factor 2 corresponded to a transactional model (i.e., beliefs that meaning is constructed by a transaction between the reader, author, and text). Beliefs relating to each of the two models were independent, indicating that readers held multiple beliefs that potentially affected their reading engagement. A cross-classification of readers using scores on each of the factors revealed that endorsing a transactional model was related to higher recall of an expository text. This was true of both text propositions and propositional modifiers. An analysis of reader response essays completed after reading indicated that individuals high on the transactional dimension reported more critical evaluations of the text, were more likely to relate text information to prior knowledge, and reported more affective responses such as anger and empathy. Implications for reading theory and instruction were discussed.

Abstract from Schraw, G., & Bruning, R. (1996). Readers' Implicit Models of Reading. Reading Research Quarterly, 31(3), 290–305. doi: 10.1598/RRQ.31.3.4