This study investigates the complementarity between linguistic and non-linguistic modes of expression in reading in Higher Education and how this combination can counterbalance the accountability that characterises the measured university in current times. Participants are Argentine college students aged 21-22 at the time of data collection. They…

A critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower, published in the summer 1983 issue of this journal. (MLF)

John A. Clark's critique of "Evolution in the Professorship: Past, Philosophy, Future," by Donald J. Willower (published in the summer 1983 issue of this journal) is refuted by the author. (MLF)

This paper is the introduction to an inquiry into the relationship of post-structural reader theories to cognitive theories in the study of educational media. Basic concepts in reader and cognitive theories are defined, including the notions of "meaning" and "learners." Similarities and differences in the theories are…

This study applied Reader Response theory (which stresses an aesthetic experience with the text) with seven less proficient readers (learning-disabled fifth and sixth graders). Student response was best when the text was read to them, when their responses were oral, and when instruction focused on active meaning construction and the reader/text…

During a 1985 symposium in Chicago sponsored by the American Society for Curriculum Development, Noreen Garman, Carl Glickman, and Madeline Hunter discussed the question of whether clinical supervision should be used for formal evaluation and contract renewal. While Hunter's answer was a qualified "yes," Garman and Glickman both felt strongly that…

Reviews the research on how readers or listeners construct mental models of the situation a writer or speaker is describing. Narrative components and spatial models are discussed. (YP)

Presented as a contribution to the discussion on aesthetic stimulation, the role of imagination, and the identity of specific aesthetic stimuli and their relative intensity within a given microcontext, this paper proposes the application of biometric tests to monitor readers' physiological responses to selected literary texts as a precedent for…

Differences between metaphors and similes have often been overlooked in the experimental literature, and the comparison theory addressing comprehension of simile may be less appropriate to the more transformational properties of metaphor. It is proposed that one of the variables associated with the difference is affective response, leading to the…

According to S. K. Langer, people create meaning through presentational and discursive symbolism. Presentational symbolism, Langer suggests, is an abstracted sense of experienced life, while discursive symbolism is a series of subordinating or coordinating positions that set in motion the relation of ideas and permits the discussion of causation.…

Maintains that both traditional and computerized scholars face problems when they attempt empirical research on women writers and women readers using currently available computational tools. Discusses factors that have inhibited empirical research and uses examples from research on 18th century English poetry. (CFR)

Optimal-level theories maintain that the quality of affect is a function of a quantitative arousal potential dimension. An alternative view is that the quantitative dimension merely modulates preexisting qualitative properties and is therefore only responsible for changes in the degree of affect. Thus, the quality of affect, whether it is positive…

To examine the effect of structural factors on the development of story appreciation, a developmental model of story liking for suspense stories was tested by having second, fourth, and sixth grade children rate suspense stories on 10 affective scales. Specifically, the model predicted that (1) reader identification would increase with greater…

Making a case for the value of literature-based instruction, this book presents an overview of the extensive knowledge base supporting literature-based approaches to literacy instruction. It notes that literature-based instruction goes beyond simply changing the kinds of texts children read--also required in literature-based instruction are an…

Suggests that reading students be taught to write symbolic codes alongside the text to identify new terms, similarities in ideas, cause-effect relationships, important or difficult ideas, etc.; and to use mnemonics to record their responses to the text (e.g., whether they were bored, confused, surprised, or in agreement). (PAA)