Dynamic Text Comprehension: An Integrative View of Reading

Author(s): David N. Rapp and Paul van den Broek

Reviewed work(s):
Source: Current Directions in Psychological Science, Vol. 14, No. 5 (Oct., 2005), pp. 276-279
Published by: Sage Publications, Inc. on behalf of Association for Psychological Science
Stable URL: http://www.jstor.org/stable/20183043 .
Accessed: 25/04/2012 14:44
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.

Sage Publications, Inc. and Association for Psychological Science are collaborating with JSTOR to digitize,
preserve and extend access to Current Directions in Psychological Science.

http://www.jstor.org

Text

Dynamic
An Integrative

human

of

of cognitive

it also

of

"mini-theories"

in reality

are

intertwined

Theories
capture
reading

comprehension

fluctuations

in

the

the

We

text,

the

of

these fluctuations,
reader's

the Landscape

ulations

match

implications
reading

We

its

sim

example,
language

of a text,

text

text

cognitive
our

hanced

of

textual

(e.g.,

prehension

the

reader's

on).

Unfortunately,

problems
relative

of

its own.

isolation,

success

First,

resulting

about the contribution

each

of

this

factor

through

in a large

number

of

has

aspects

The

and

We

We

multiple
this

illustrate

model,

in

data and phenomena

for the validity and

a discussion

with

close

the

from

of findings

of a DTC

implications

practical

on

focuses

convergence

framework.

the DTC

attempted
framework,

the Landscape

instance,

particular

has

conceptual

reading.

during

of
on

of focus

limitations

that

(DTC),

the dif

of populations

of

view.

OF CURRENT APPROACHES

in

studied

of "mini-theories"

of Educa
S.E.,

Uni

rappx009@

276 Copyright ?

inherent to investigating

are not hard

of reading

concerns

comprehension

to find.

recent

considerable

One

specific

interest

that

example

in the field of text

accounts

theoretical

isolated

of how

informa

(or reactivated) from background knowledge

during reading. The research on this issue has resulted in hy
potheses that seemingly are in competition but in reality likely
tion is activated

created

of individual factors, with little consid

to David
N. Rapp,
Department
correspondence
Drive
178 Pillsbury
206 Burton
tional Psychology,
Hall,
e-mail:
of Minnesota,
55455;
MN,
Minneapolis,
versity
umn.edu.

readers'

knowledge,

research

reading

introduce

of the limitations

describe

different

mechanisms

Address

how

We

comprehension.

has received

the diffi

to be

exemplify

consider

the

captures a range of empirical

Examples

in reading skill, and so

tends

we

inter

among

prior
variables

demographic

LIMITATIONS

com

influence

research

research

mental

knowledge,

background

culty of the text, individual differences

the

that

factors

as

of

to successful

contribute

interactions

interactions

theoretical

en

greatly

processes,

cognitive
that

numerous

the

has

of reading

model and behavioral data provide evidence

human

uniquely

research

properties

identifying

by

and

complex

Psychological

understanding
and

structures,
reading

the most

of

activities.

may

multidimensional

readers'

comprehension

their

and

reading

comprehension;

some
is one

over

theory

supportive

mutually

nature

assessing

the problem.

necessity

Reading

even

theories

theories

the different

considering

skills,

article

and

to address

which
text processing;

that

the fragmented

and

In this

framework

models

computational

(for
and

factors

research.

KEYWORDS?reading;

of

proliferation
of one
validity

the

and

when

actions

dynamic

basic and applied

for

for

memory

interest).

some

with

conclude

in mutually

and

comprehension.

mini-theories,

one theory,
how

other

this

however,

argue,

interpretability,

ficulty

is read.

of what

summarize

of the DTC framework

texts

interactively

by describing

data.

empirical

and

memory

and

model,

gradually
of

about

complementary

reason

A major

and

and being influenced

influencing

the DTC approach

reader

Features

jointly

and

in

resulting

depict

the

for

times

is that attempts to investigate multiple factors in traditional

experimental studies quickly become unwieldy, both in design

involving

as

concepts

will

of reading

pects

to

aim

They

process

the material.

understanding

illustrate

called

components.

reader

another.

(DTC)

We

each

alongside
at

Second,

in debates

resulted

account

operate

they

ways.

another.

that

one

with

ongoing
of

of

characteristics

affect

an

activation

interpretation

emerging

by

as

through

proceeds

and

of

integration

the

interact

these

a pro

components

specific

text comprehension

of dynamic
the

is fragmented,

and

has

comprehension
with

of how

interactive

understanding

in text

for

eration

and

complex

Our

s involved

but

impressive,

liferation

most

the

of

activities.

and factor

the processes

is quite

one

of Minnesota

University

Psychology,

is

ABSTRACT?Reading
uniquely

van den Broek

of Educational

Department

Comprehension

View of Reading

and Paul

N. Rapp

David

SCIENCE

IN PSYCHOLOGICAL

CURRENT DIRECTIONS

spective,
triggers
and

each

word,

been

this

2005 American Psychological Society

proposed.
or

spread

in memory
In

the

phrase,

an automatic

concepts

knowledge.

of

aspects

have

for

account,

reading
From

concept

of activation
the
the

text

read

reader

Volume 14?Number 5

process.
a
that

types
per

memory-based
a reader

to other,
so far and
has

Two

little

processes

related

words

background
or no

control

of

David N. Rapp

over

the

information

Halleran,
and

goals

strategies

formation

from

described

as

text,

1998; O'Brien,

play

activating

Albrecht,

seem

intuitively

because

are

they

been

traditionally

often

this

are

view,
of

understanding
their

reading

presented

these

accounts

the

the

of under

competition

between

to acrimonious

led

times,

accounts

accounts

Only

have

recently

esses

been

product,

can

and

out.

play

by

interrelations,

up

is al
in

Indeed,

that

assumed

influence

text. As we will

explicit

their

to

about

product

it is implicitly

processing,

of subsequent

and

eventual

continue

exist

these assumptions

see, DTC

the

on-line

models

make

including

both process

in a single

account.

and

DYNAMICTEXT COMPREHENSION

interchanges

explicitly

supportive

theoretical

accounts

both

as

complementary

in

results

to

2005). For ex

tsch, 1998; van den Broek, Rapp, & Kendeou,

ample,

out more

automatic

at

even

leaving
multiple,

times

mechanisms

irrelevant

(e.g.,

to explain

fails

are

meanings

quickly

activated during reading (Kintsch, 1998; O'Brien, et al., 1998).

Additionally,
specific

ignoring
or

goals

of the task

demands

particular

as

such

components

strategic

"fall

may

away"

show, DTC models

processes,

such

formation

from

retical
A

during

as

the automatic

memory,

be

will

to specify how multiple

and

might

we

As

comprehension.

have the potential

of

activation

strategic

in a single

combined

to account
during

moment-by-moment

takes

into

comprehension

data

of

process

during
tures

such

(i.e., measures

these

assessed

of time

is completed,

reading
those
ables

of

(e.g.,

task

and

and

to be

or unrelated

to related

and

requirements

as

recall,

text

to

aims

research

once
in

differences

qualitative

vari
and

differences),

happens
the

on either

focus
that

the

two must

during

reading

reader

retains

Volume 14?Number

5 277

tasks,

question-answering
to novel

of knowledge

fact

of

simulation

and mechanisms

theories,

operate

(e.g.,

memory-based

interactively).

so

must

and

on.

the ap

situations.

process
be

or

closely

the

cognitive

somehow

afterward,

so

be

the ob

ignores

connected.
the

First,
foundation

it is incumbent

upon

one

describe

the

exemplar,

see http://

the model,

what
for
re

during

is gradually

experience.
the

through

to a clause

or sentence.

activation

as

in cycles,
From

a function

of

as well

reading

over

four

each

to cycle,

the mental

the

of
pro

corresponding

text

in

fluctuate

concepts
(a)

course

a reader

cycle

sources:

to

intended

as

to the model,
with

cycle

is

and

constructed

According

text

cognitive and

incorporates multiple
comprehension

activity
that

reading

in

input

the

current cycle, (b) residual information from the preceding cycle,

(c) the memory

of activations,

"landscape"

over

in the model

characteristics:

with

the course
are

attentional

concepts

of reading.

determined
or

by

reader
Thus,

brings
the model

to the

task,

incorporates

The

working-memory

the organization
multiple

result in

and waning

waxing

an array

and content of background knowledge,

so far,

for the text read

constructed

representation

and (d) the reader's prior knowledge. These fluctuations

tion
product

we

framework,

of reading (to access

influencing

representation

ceeds

stimuli,

experimenter-manipulated
or

as
the

in memory

representations

on

capture

reading,

tasks measuring

factors

textual

in activation

vious

be

education.umn.edu/EdPsych/Projects/LandscapeModel/default.

Exclusive

(c)
of

relation

computational

in DTC

(e.g.,

processes

the DTC

illustrate

measures
plication

text;

the products

recursive

factors

these

html). The Landscape model

fea

meth
Typical
measures
on-line

product-driven

text

based

times,

reading

or textual

To

Typical methods for investigating these products include off-line

such

involves

and

the

cases,

of concepts

of the entire

the processes

in some

integrated

constructionist

Landscape model

so on.

include

reading

respond

the

fluctuates

activity

limitations

quantitative

representations

with

with

moment-by-moment

In contrast,

nature

the

to

it takes

exclusively

cognitive

processes

as

of mini

concerned

activity,

during
such

eye movements.

describe

are

how

cognitive

to afterward)

opposed

in activation

theo

limitations

the

concerned

working-memory

to investigate

ods used

are
others

describe

how

reading,

of

example

some

whereas

former

influence

amount

general
that

reading,
The

products.

representa

THE LANDSCAPEMODEL

more

is the fact

theories

of memory

Goldman & Varma, 1995; Kintsch, 1988; Langston & Trabasso,

1998); and (e) in some cases allows seemingly competing hy
potheses

in

(e.g.,
differ

in a single framework; (b) attempts

fluctuations

to examine

framework.
second,

construction,

both

(and,

factors

individual

comprehension

consideration

by extending

multiple

characteristics

properties,

for the dynamic

behavioral

& van den Broek, 2002) fails to account for how those irrelevant
meanings

text

tween them); (d) often

the reader's
Linderholm

(e.g.,

inference

tions) and their interactions

Kin

limitations

It (a) integrates

ways:

activation,

concept
ences,

incorporate

theories

impoverished

In fact,

the aforementioned

in several

research

perhaps

2005).

a failure

that

suggest

DTC addresses

proc

and

(see Gu?raud & O'Brien,

now

mechanisms

constructionist

and

memory-based
considered

mutually

what

of on-line

representations

partial

of an

in the

the text was

what

report

readily

construction

as processes

underway

ready

If interrupted

representations.

readers

Thus,

point.

to start

is complete

reading

more

and

Second,

relationship.
until

researchers.

among

and

to that

wait

their mental

processing

have

they

middle

not

do

of a text,

most

search

compre

during

separately

competing

Indeed,

at

has,

necessary

subtly,

this

investigate

readers

constructing
in

of

activation
to

studied

as

mechanisms.

lying

how

readers'

to satisfy

information

&

(Graesser, Singer, & Trabasso, 1994). Although both

of processes

types

to achieve

striving

actively

in the

according

to

searchers

reading

perspective,

role

Readers,

during

Rizzella,

constructionist
a central

memory.

strategically

formeaning
hension,

From

1998).

at any point

is activated

that

(Gerrig & McKoon,

van den Broek

and Paul

patterns
of reader

of activa
and

text

amount

capacity,

goals and strategies the

of the
factors

text,

and

simultaneously.

so on.

Text Comprehension

Dynamic

From

the

first

very

in a memory

result
with

each

in memory

representation,
activation

to the generation

between

those

For

the amount

a function
of

each

of

these

The
text

of the

of

is

or concepts

the

throughout

the duration

cific

selected

points

in

it posits

Third,

and,

influences

hence,

the existing

tween

For

product

text

includes

a concept

When

either

during

with

coherence.

such

model

also

that

retrieval

take

of

the

complementary
them

thus

both

place

retrieved

of meeting
can

far

activation

cohort

and,

simultaneously
through

one

be

or from

mechanism

from
prior
and

Thus,

to both

of mechanisms

types

is

standards

for

that

model

the
the

infor

DTC

framework

can

overcome

the

conceptual

very

cir

between

their

as reflected

of what they

think-aloud

responses;

in which

texts

for narrative
not

processes

only

as well.

actual

reader

Thus,
intuitive

makes
and

to data

processes

accurate

was

the

observed

inclusion

that

align

the
re

for memory
sets

of both

it also

sense,

than
been

had

component

of results

pattern

predictions

either

was
The

a model

employing

more

significantly

relative

the model.

and memory-based

constructionist

identical

the

to reading

from
texts

of

competition

views,

each

removing

of models

the

of processes

types

its basis.

components

of

example

for expository

and were

strong

form

that

constructionist

these

selectively

both

An

moved.

of

for memory

included

more

of

to more

leads
closely

with

performance.

FOR THEORYAND PRACTICE

IMPLICATIONS

than

DTC
MODEL

illustrates how a
limitations

conflicts

of different

earlier

and

of each
by

factors

during

across

different

of

view

a framework for considering

theories provide

narrative

This brief overview of the Landscape model

the

exe

hypotheses.

EMPIRICAL TESTS OF THE LANDSCAPE

its
with

predict

information,

(i.e.,

comparisons

to our

return

To

predictions

assigns
rather

to

of the mini-theories

memory-based

accurate

coherence-based

the

mechanism.

competing

information

influences

roles

that
were

knowledge.

read

they

in direct

is reflected

predictions

memory

rep

hence,

other

as

ac

of any

that

contribution

knowledge)

The

as

the

Additionally,

found

textual

When

circumstances,

findings.

notice

readers

an

for which

in texts.
these

been

correct

and

is about

than

assessed

the episodic

which

reported

that

Kendeou & van den Broek, 2005; van den Broek et al., 2005).
With regard to reading products, the Landscape model predicts

between

is coherence

by which
a reader's

text

the

the model.

Co

concurrently

mechanism

mechanism
aim

prior

under

have

in their reading rates and their verbal descriptions

think

This

other

reading,

has

can be

process

circumstances

to simulate

Young,

a text

(1998)

inconsistencies

those

Broek,

the model

readers

the

activation
to patterns

related

(van den

et al.

on

acti

of narratives,

readers

capture

and

predictions

is a valid predictor of

strongly

when

detect

the model

misconceptions

greater

is cohort

activated.

from the Landscape

both the probability that different parts of the text will be re

called by actual readers and the order in which they recall that
information (van den Broek et al., 2005).
Importantly, the predictive power of the Landscape model is

factors).

in the episodic

second

retrieval

constructed

posits

considering

strategic

(i.e.,

as concepts

associated

text. The

the specific

Again,

resentation

memory

reading

become

cycle

for the

retrieval,

cution

be

first

during
are also

cohort)

in semantic
during

representation

mation

for

constructionist

The

is activated
it (its

with

pre-exist

constructed

and

memory-based
two mechanisms.

postulating

associated

concepts

model

own

between

to multiple

for
We

the moment-by-moment

O'Brien

is used

model

cumstances

interaction

the Landscape
(in addition

processes

it
by

retrieved

by

any

cannot.

model's

are

happens

not

accurately

in turn,

distinction

a recursive

comprehension,

multiple

activation:

based

traditional

or do

do

texts,

memory

however,
to account

able

its predecessors

reading

real

of findings

array

impressive

expository

emergence

accumulated

valid,

be

1999). For example,

inconsistencies.

predictions

patterns;

from

what

factors.

of activation

in the gradual

obtained

Landscape

representation

the

the model

by

to simulate

used

to

regard

during

produced

factor.

two.

example,

tivated

the

just

activations modify

fluctuating
(i.e.,

is replaced

processes

or are

activation

representation

at spe

of multiple

is a source

resulting

Thus,

not

the memory

subsequent

and dynamically

describe

horts

effects

cycles

experience).

integrates

of concepts

patterns

readers

comprehension

of a particular

effect

cycle

and
the

To

the

preceding

episodic

text

the

reading

each

in

of a text,

interactive

representation,

of a final

process

at

that

during

these cyclical

of the

the

constructed

in several respects. First, it

involved

to capture

it captures

Second,

is dynamic
processes

cognitive

With

activity.

reading

contains

The Landscape model

that

the Landscape

Tzeng, & Linderholm,

their

and

also

data indicate that the model

of activation

terconnections.

describes

between

Comparisons

vation

partic

and

in ways

performance

behavioral

co

is a gradually

ideas

must

model.

representation

result

To be useful

framework

illustrate the utility of DTC using examples

of the

strengthening

earlier.

noted

psychological

human

each

part

of the concept

strength.

representation

stable

Similarly,

or

in the memory

of activation

memory

existing
network

emerging

concepts.

of change

of the amount
the

was

already

is strengthened.

leads

cases,

to

Specifically,

of concepts

connections

new

updated

leading

or, if the concept

its representation

mini-theories

is added to the representa

that is activated

individual concept

and

eventually
is completed.

reading

of activation

patterns
is continually

that

cycle,

once

tion of the text

the

cycle,

representation

subsequent

representation

ular

reading

and

is more

mechanisms

Moreover

reading.
text

types,

bridging
text

expository
parsimonious
for small

subsets

they

theories,

comprehension.
than

attempt

positing

of factors.

multiple

to generalize

for example,
Such
completely

Additionally,

an

about

integrated
separable
including

278 Volume 14?Number

David

factors in any theory or model necessitates

multiple
exactly

how

those

factors

creased

specification

when

in

the

human

such

DTC

particularly
to

designed

therefore,

views,

in

promotes

factors,
models

computational

performance.

identifying

DTC

Thus,

examining

of

implementation

simulate

interact.

and Paul

N. Rapp

S. (1995). CAPping
the construction-inte
In C Weaver,
S.
of discourse
comprehension.
& C. Fletcher
Mannes,
(Eds.), Discourse
comprehension:
Essays
in honor of Walter Kintsch
NJ: LEA.
Hillsdale,
(pp. 337-358).
T. (1994). Constructing
inferences
A., Singer, M., & Trabasso,
Graesser,
Goldman,

challenge

in the field of discourse processing to expand both

the breadth and depth of their theorizing.
Although this discussion has focused on the theoretical con

researchers

tributions
educational
ties

the
on

centrate
a

after

have

researchers

causal

has

task

urged

been

be

95,

as

equately

they

proceed

comprehend
different

qualitatively

a text.

through
what

they

are
than

processes

Readers
reading
readers

to

the processes

improve

reading

interventions

porting

the usefulness

that

take place
an

place
of DTC

during
on

emphasis

frameworks

succeed

do.

Jenkins,

Fuchs,

DTC

the

provides

of practical

theoretical

to address

foundation

these

W.

In H. van Oostendorp
representations

D.N.,

Rapp,

struction

T., &

mental

Psychology:

Learning,

Memory,

of Experi
30, 988?

and

Cognition,

Journal

1001.
van den Broek,

P., Rapp,

D.N.,

& Kendeou,

P. (2005).

of this manuscript

Acknowledgments?Preparation

supported

by the Institute of Education Sciences, Grant R305G040021.

REFERENCES
R.J.,

Gerrig,

& McKoon,

tionality
67-86.

G.

of memory-based

nition,

5 279

reading

(Eds.),

and
integration
of narrative
The construction

(pp. 29-69).

Mahwah,

NJ:

den

P.

of reading
(2002). The effects
on the processing
of ex
capacity
94, 778-784.
of Educational
Psychology,
Broek,

memory

24,1200-1210.

D.N.
of reading com
(2005). The assessment
A review of practices-past,
and future. In S.G.
present,
prehension:
and
Paris & S.A. Stahl (Eds.), Children's
reading
comprehension
assessment
NJ: Erlbaum.
Mahwah,
(pp. 13-69).
P.D., & Hamm,

van

Broek,

den

P., Rapp,
and
memory-based

P. (2005).
D.N., & Kendeou,
Integrating
in accounts
constructionist
of
processes

Discourse
Processes,
39, 299-316.
reading comprehension.
van den Broek, P., Young, M.,
T. (1999). The
Tzeng, Y, & Linderholm,
construc
of reading:
model
Inferences
and the online
landscape
tion of a memory
Goldman
reading

26,

Volume 14?Number

is all: The func

(1998). The readiness
text processing.
Discourse
Processes,

& S. Goldman
during

New

cognition.

J.G. (1998).
M.L., Albrecht,
J.E., & Halleran,
Rizzella,
a situation model: A memory-based
text processing
view.
&
of Experimental
Psychology:
Learning,
Memory,
Cog

Pearson,
(See References)

was

E.J.,

Updating

van

and working
text. Journal

pository
O'Brien,

text. Journal

in discourse
process
knowledge
model.
95,
Review,
Psychological

M., Crit
T., Gaddy, M., van den Broek,
P., Mischinski,
on
of causal text revisions
J. (2000). Effects
tenden, A., & Samuels,
moreand less-skilled
of easy and diffi
readers'
comprehension
cult texts. Cognition
and Instruction,
18, 525-556.

Reading
Interactive
& Taylor, H.A.
(2004).
for
of mental
representations

of

Linderholm,

purpose

in the con

use

The

(1988).

Linderholm,

dimensions

den Broek,
P. (2005).
The effects
of readers'
on comprehension
text. Journal
of scientific
of
97, 235-245.
Psychology,

W.

texts.

sorts

Kintsch, W. (1998). (See References)

van

P., &

of mental
Erlbaum.

issues.

Recommended

Journal

A paradigm
(1998).
for
Comprehension:
NY:
Press.
York,
University
Cambridge
T. (1998). Modeling
causal
M.C, & Trabasso,
Langston,
of
information
availability
comprehension
during

sup

van den Broek, Espin, & Deno, 2003; Linderholm, et al., 2000).

fluency.

P., Espin, C.L., & Deno, S.L.

in reading
comprehen
Educational
of
Psychology,

differences

ing: A construction-integration
163-182.

Several

a view,

such

Kintsch,

van den Broek,

of individual

reading

misconceptions
Educational

Kintsch,
in

if they manage

reading.

(e.g.,

to ad

engage

who

Thus, interventions are more likely to be effective

L.S.,

719-729.

(e.g.,

fail

who
may

E.J.

J.R., Fuchs,

Kendeou,

their

and

Pearson & Hamm, 2005). Indeed, interventions benefit from a

consideration of the activities inwhich readers engage, or fail to
engage,

S., & O'Brien,

(2003).
sion and

to the

given

101,

Review,

Psychological

comprehension.

39(2-3).
Jenkins,

place

outcomes

in reading

narrative

Sources

take

in reading

involved

during
371-395.

of compre
(Eds.).
(2005).
Components
and
between
processes
convergence
memory-based
Discourse
Processes,
processes
issue].
explanation-based
[Special

educational

attention

increased

to differences

relationships

that

Recently,

completed.

that

tests

through

model

hension:

In

con

often

& Varma,

S.R.,

gration

Gu?raud,

abili

reading

interventions

traditional

processes

cognitive

of students'

of reading,

the products

reading

underlying

of

evaluation

as well.

implications

practical

the assessment

settings,

and

are

there

of DTC,

van den Broek

(Eds.),

representation.
The construction

(pp. 71-98).

Mahwah,

In H.

van Oostendorp

representations
of mental
NJ: Erlbaum.

&

S.R.

during