1995
DOI: 10.2307/747631
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Eight Readers Reading: The Intertextual Links of Proficient Readers Reading Multiple Passages

Abstract: 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.. Wiley and International Reading Association are collaborating with JSTOR to digitize, preserve and extend access to Reading Research Quarterly. Eight readers reading: The inte… Show more

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Cited by 141 publications
(83 citation statements)
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References 58 publications
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“…A conceptual theme is a set of principles that defines a knowledge domain (Alexander, 1992) and can be understood through multiple texts and genre (Hartman, 1995). Conceptual learning includes several types of acquisition consisting of particular features, propositions, and principles in a domain (Chi et al, 1994).…”
Section: Conceptual Themementioning
confidence: 99%
“…A conceptual theme is a set of principles that defines a knowledge domain (Alexander, 1992) and can be understood through multiple texts and genre (Hartman, 1995). Conceptual learning includes several types of acquisition consisting of particular features, propositions, and principles in a domain (Chi et al, 1994).…”
Section: Conceptual Themementioning
confidence: 99%
“…Her reliance on surface-level strategies (such as memorization of events) that match her heuristics and beliefs about history would deter her from grasping the big picture. She would gain only disjointed knowledge, and would find it difficult to draw inferences across texts, typical of the majority of high school students who pay less attention to cross-textual ties than to within-text or outside-of-text ties, as shown in Hartmann's (1995) intertextuality study. Thus, as depicted by this case, these theories can work in concert to explain an individual's approach towards making sense from text.…”
Section: Overview Of Our Theoretical Orientationmentioning
confidence: 99%
“…Intertextuality seems to be a consequence and cause of engaged reading, and so is a complication only in the sense that it is not always a part of instruction or text-based research. Engaged readers negotiate textual understandings by linking information both within and outside of the text(s), broadly defined, that they are reading (Hartmann, 1995). These sorts of discrepancies may motivate or trigger epistemological shifts.…”
Section: Belief Changementioning
confidence: 99%
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“…Teachers know that students have to be taught to read beyond a single text. Hartman (1995) defi nes intertextuality as, 'a cognitive construction, where readers absorb, transpose, and build a mosaic of intersecting texts' (p. 521). There can be two types of intertextual links: linking ideas, people and events, and making social, cultural, political, and historical connections.…”
Section: The Power Of Intertextuality In a Refugee's Lifementioning
confidence: 99%