%0 Journal Article
%T UNDERSTANDING READING DEVELOPMENT: A PHENOMENOLOGICAL PERSPECTIVE
%A ATLE SKAFTUN
%J L1 Educational Studies in Language and Literature
%D 2012
%I IAIMTE
%X The starting point of this article is a challenge presented to the research community in recent reviews of reading research and practice (Alexander & Fox 2004, 2007; Fox & Alexander 2009). That challenge is twofold in that it argues for the need for a unifying theory of reading that not only entails an expansion of the concepts of ¡°text¡± and ¡°reading¡± but is also capable of accounting for reading develop-ment throughout life. The present article compares and contrasts Alexander¡¯s own attempt at taking up this challenge ¨C the Model of Domain Learning (MDL) ¨C with a general model of skill development ¨C the Skill Model ¨C which is rooted in a phenomenological understanding of being-in-the-world. The MDL is based on concepts that are generally accepted in the dominant reading-research community, meaning that the choice of concepts and dimensions to be included in the model represents a characteristic cognitive bias despite its explicit rejection of traditional expertise research. The Skill Model is put forward as a meaningful and promising framework based on an alternative understanding of ¡°expertise¡± and ¡°expert performance¡± in general that might provide fruitful answers to this and other challenges of current reading research.
%K Reading development
%K phenomenology
%K expertise
%K model of domain learning
%K skill model
%K involvement
%K reading strategies
%U http://l1.publication-archive.com/public?fn=enter&repository=1&article=358