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2018
Volume 86, Issue 1
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

Comprehension has often been conceptualized in ways that privilege either the “right” understanding of a text (comprehension-as-outcome), or getting to that “right” understanding (comprehension-as-procedure). This article makes a case that we should, instead, teach with an eye toward fostering comprehension-as-sense-making”a socially purposeful decision-making process undertaken by the reader that does not depend on arriving at the “right” understanding.

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/content/journals/10.58680/la20086700
2008-09-01
2024-07-22
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http://instance.metastore.ingenta.com/content/journals/10.58680/la20086700
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  • Article Type: Research Article
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