LTL488. Teaching Reading with Tech

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Reading processes have been explained from

three perspectives: ___, ___, and ___.

From structural perspectives, the ___ or the outside-in views consider reading as a process of decoding written symbols into their aural equivalents to comprehend the text.

Researchers advocating the ____ model criticize the structural view for downplaying the significance of contextual comprehension factors, and emphasize the role of interaction between readers' background knowledge / schema and the text in reading, or what they call a psycholinguistic guessing game.

From the _______ view, reading is considered as a process of active meaning construction that requires both linguistic information from the text and readers' background knowledge.

According to Grabe (2014), reading abilities consist of ____ processes (e.g., automatic word recognition skills, lexico‐syntactic processing, and semantic processing of the immediate clause into relevant meaning units) and ____ processing (e.g., using strategies to understand more difficult texts, recognizing related and thematic information, forming a text model of comprehension, and creating a situation model of reading by using inferencing, background knowledge, strategic processing, and context constraints)

Mayer’s (2005) ___ ____ ____ ___ ____ proposes three components required for meaningful learning: selecting suitable words and pictures, organizing them into coherent pictorial and verbal models, and integrating them with each other and appropriate prior knowledge.

From the metacognitive approach, researchers examined reading ____ among various text-based and online/mobile contexts.

Researchers from the _____ view posit that reading is a social skill requiring active participation and interaction of learners involved.

_____ ______ ____ incorporated into self-developed courseware have promoted individualized self-paced L2 learning and problem-solving L2 learning models by providing customized instruction / feedback.