engleski

Verbal Protocols as an Important Breakthrough in Reading Research

The theory of reading has presented a range of models aimed at defining the construct of reading ability from different viewpoints ; these theoretical suggestions, constantly reconsidered, also expanded the scope of research interest from reading products to reading process. In different historical periods, theoreticians suggested different models and tested their assumptions mainly through the use of standardised reading tests. These generally included tasks such as answering comprehension questions, filling in the gaps, making a true/false judgement ; finishing the statements ; choosing one of the given answers or writing a short summary on the text read. The traditional approaches towards reading were primarily concerned about tasks and readers’ results, without paying attention to the processes following the activity of reading. However, modern approaches have tried to relate these achievements to insights into the ways in which particular tasks are being done and to find explanations about why particular results have been achieved. More recently, the integration of theoretical considerations into research methodology has resulted in verbal protocols, enabling authors to see the process of reading, this time greatly based on the model of constructively responsive reading (see below). Despite certain disagreements about their use in research, we believe that verbal protocols may become a powerful source for better understanding and more open-minded thinking about processing at the inter-textual and intra-textual levels.

verbal protocols; reading research; constructively-responsive reading; teaching reading

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