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- W292385664 abstract "In attempts to understand the process of literacy acquisition, many researchers have devised models of reading. The basic elements of most reading acquisition models include word, or print knowledge and comprehension. The inadequacy and global nature of the conversational model of language proficiency provide impetus for C.E. Snow's development of a multidimensional model. Logical parallels exist between Snow's model of oral language proficiency and a model for reading acquisition and proficiency. Word knowledge takes the place of Snow's information load dimension, background knowledge retains much the same meaning and import, while is substituted for the audience parameter, and voice serves as the fourth dimension. The word knowledge component consists of decoding, automaticity, and vocabulary, and there are at least two factors at work within the realm of background knowledge--reader experience and text factors. The support dimension encompasses an interaction of three factors--reader, text, and instructor. Voice, the fourth dimension, consists of self awareness and a transition from self to other. There is considerable interaction among the factors in this model, and in many cases, reciprocal relationships are apparent. Once children's literacy understandings have been carefully assessed, the model can provide information regarding what can be expected from the children, what measures of support would be appropriate, where strengths or weaknesses might exist, and what means might be used to take advantage of or compensate for them. (Contains 50 references and 3 figures.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. 00 CD RUNNING HEAD: Reading Proficiency Model c> Reading Proficiency Model 1 Exploring a Model of Reading Proficiency Janet W. Bloodgood McGuffey Reading Center University of Virginia PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTER BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Evt'h'is document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. e Points of view or opinions stated in this document do not necessarily represent official OERI position or policy." @default.
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- W292385664 date "1995-11-01" @default.
- W292385664 modified "2023-09-27" @default.
- W292385664 title "Exploring a Model of Reading Proficiency." @default.
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