2011
DOI: 10.1037/h0100706
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Thinking through text comprehension I: Foundation and guiding relations.

Abstract: But there is more. John "sees" Sam and what he is doing. When John reads that the "new bike [is] leaning against the tree, " he sees a sparkling bicycle, not an old, dirty one, and he sees it on an angle against a tree, not held up by a kickstand. John may also feel some of Sam's excitement. 1 Next, John reads the question, "How did Sam feel when he saw his new bicycle?" Again, he hears the words. He then reads the possible answers: "sad, happy, funny. " But this time he also hears himself say, "It wants me to… Show more

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Cited by 24 publications
(35 citation statements)
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“…One place where they overlap is in derivedmeaning (vocabulary) comprehension. As noted elsewhere (Layng et al, 2011;Sota et al, 2011), vocabulary is critical to a verbal repertoire. Though some vocabulary is directly taught, many words are learned through reading text (Bloom, 2002).…”
Section: Expanding a Verbal Repertoire Through Building Amentioning
confidence: 90%
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“…One place where they overlap is in derivedmeaning (vocabulary) comprehension. As noted elsewhere (Layng et al, 2011;Sota et al, 2011), vocabulary is critical to a verbal repertoire. Though some vocabulary is directly taught, many words are learned through reading text (Bloom, 2002).…”
Section: Expanding a Verbal Repertoire Through Building Amentioning
confidence: 90%
“…The current paper describes the programing process involved for establishing reading comprehension. This instructional design process is informed by the approach described by Layng as the learners' vocabulary (Layng et al, 2011;Sota et al, 2011). The literature on reading comprehension has identified building a core vocabulary as essential for reading comprehension (e.g., Tannenbaum, Torgesen, & Wagner, 2006).…”
Section: Ensuring Overlap With Learners' Verbal Repertoiresmentioning
confidence: 99%
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“…By learning the concept "opposite," a young learner can be simply told something is opposite of something else and be able to respond to it accordingly. 8 Once concepts are analyzed, teaching can be made more efficient through the use of concept inheritance procedures (Layng et al, 2011;Tiemann & Markle, n.d.). That is a 7 For a complete example of teaching young children an interdimensional concept, see the 14-step procedure for teaching "steeper" provided by Engelmann and Carnine (2016;also see, Layng, 2016a;Layng et al, 2011;Leon, Layng, & Sota, 2011b;Sota et al, 2011;Tiemann & Markle, 1990, for a more detailed discussion).…”
Section: Beyond the Single Stimulusmentioning
confidence: 99%
“…The ultimate Figure 1. Types of learning as described by Tiemann and Markle (1990) and further refined by Layng (2007). Figure 1.…”
Section: Categorization Of Reading Comprehension Questionsmentioning
confidence: 99%