Studying reading during writing: new perspectives in research

Studying reading during writing: new perspectives in research Read Writ (2010) 23:735–742 DOI 10.1007/s11145-009-9187-5 I N T R OD U C TI ON Studying reading during writing: new perspectives in research Asa Wengelin Æ Marielle Leijten Æ Luuk Van Waes Published online: 23 May 2009 Springer Science+Business Media B.V. 2009 The most worn-out cliche ´ within writing research is probably that writing is a complex process. Nevertheless it is true. The generation of a coherent text involves a large and complex set of cognitive processes requiring referential, pragmatic, linguistic, and graphomotor knowledge (Alamargot, Chanquoy, & Rijlaarsdam, 2001). This special issue focuses on one specific sub-process, the process of reading during writing. Like models of spoken language (e.g., Levelt, 1989), most models of writing include components of message construction, formulating, transcription (articula- tion in speaking), and monitoring. Moreover, most writing models include a module of reviewing/revision. For an overview, see Alamargot, Chanquoy, and Rijlaarsdam (2001). Most likely, the most cited model of writing is that of Hayes and Flower’s (1980). In this model, the three main components were planning, translating, and reviewing. The cognitive demands of a given component are highly dependent on how automatized the component is. It is generally assumed that lower-level processes such as lexical http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Studying reading during writing: new perspectives in research

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9187-5
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2010) 23:735–742 DOI 10.1007/s11145-009-9187-5 I N T R OD U C TI ON Studying reading during writing: new perspectives in research Asa Wengelin Æ Marielle Leijten Æ Luuk Van Waes Published online: 23 May 2009 Springer Science+Business Media B.V. 2009 The most worn-out cliche ´ within writing research is probably that writing is a complex process. Nevertheless it is true. The generation of a coherent text involves a large and complex set of cognitive processes requiring referential, pragmatic, linguistic, and graphomotor knowledge (Alamargot, Chanquoy, & Rijlaarsdam, 2001). This special issue focuses on one specific sub-process, the process of reading during writing. Like models of spoken language (e.g., Levelt, 1989), most models of writing include components of message construction, formulating, transcription (articula- tion in speaking), and monitoring. Moreover, most writing models include a module of reviewing/revision. For an overview, see Alamargot, Chanquoy, and Rijlaarsdam (2001). Most likely, the most cited model of writing is that of Hayes and Flower’s (1980). In this model, the three main components were planning, translating, and reviewing. The cognitive demands of a given component are highly dependent on how automatized the component is. It is generally assumed that lower-level processes such as lexical

Journal

Reading and WritingSpringer Journals

Published: May 23, 2009

References

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