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dc.contributor.advisorGoodman, Yeta M.en_US
dc.contributor.authorBrown, Joel, 1952-*
dc.creatorBrown, Joel, 1952-en_US
dc.date.accessioned2013-05-09T09:50:37Z
dc.date.available2013-05-09T09:50:37Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/289333
dc.description.abstractThis is a theoretical dissertation which draws upon insights gained from the theory and data of miscue analysis. It is directed toward resolving the disparity in research interpretations of the influence of context on reading. An integrated view of context is presented through a continuum of inter-related contexts that orients various research foci along a spectrum of narrower and greater contexts. From a continuum vantage, two major relationships are discussed. First, the influence of any defined context focus is qualified by the influence of any greater context. This relationship reveals a problem for factor-based research efforts that seek to identify, on causal grounds, a direct influence for specific factors related to reading, and, the concurrent complications faced by the reader who must deal with the results of factor-based research in the classroom. The second relationship, a connection between different levels of context, is shown as valid only in intra-personal venue. This relationship is analyzed to reveal that knowledge is constructed through the differentiation of experience. The development of knowledge is discussed respective to the work of Kenneth Goodman, Yetta Goodman, Jean Piaget, John Dewey, and Lev Vygotsky. The general recommendation of this dissertation is that the individual reader be treated as an epistemic participant with respect to the development of knowledge.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectPhilosophy.en_US
dc.subjectEducation, Reading.en_US
dc.subjectEducation, Philosophy of.en_US
dc.titleAn integrated view of context: Implications of miscue analysisen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9729533en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineLanguage, Reading and Cultureen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b34820619en_US
refterms.dateFOA2018-07-14T22:05:03Z
html.description.abstractThis is a theoretical dissertation which draws upon insights gained from the theory and data of miscue analysis. It is directed toward resolving the disparity in research interpretations of the influence of context on reading. An integrated view of context is presented through a continuum of inter-related contexts that orients various research foci along a spectrum of narrower and greater contexts. From a continuum vantage, two major relationships are discussed. First, the influence of any defined context focus is qualified by the influence of any greater context. This relationship reveals a problem for factor-based research efforts that seek to identify, on causal grounds, a direct influence for specific factors related to reading, and, the concurrent complications faced by the reader who must deal with the results of factor-based research in the classroom. The second relationship, a connection between different levels of context, is shown as valid only in intra-personal venue. This relationship is analyzed to reveal that knowledge is constructed through the differentiation of experience. The development of knowledge is discussed respective to the work of Kenneth Goodman, Yetta Goodman, Jean Piaget, John Dewey, and Lev Vygotsky. The general recommendation of this dissertation is that the individual reader be treated as an epistemic participant with respect to the development of knowledge.


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