Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

Abstract

According to Alderson and Urquhart (1984) the close reading of passages including syntactic, semantic, and lexical analyses is a language lesson, not reading. Different models of reading were introduced to characterize reading, including data-driven or bottom-up model, concept-driven, or top-down model, and the interactive model which involves the instruction of reading skills and comprehension strategies. (Maria, 1990; Weaver, 1994) Reading strategies are goal–directed, de liberate mental processes which control and modify the reader‟s efforts to construct the meaning of a text (Afflerbach, Pearson, & Paris, 2008).