Peter B. Mosenthal

Toward an explanatory model of document literacy

To date, most models of document processing (e.g., Fisher, 1981; Guthrie, 1988; Kirsch & Guthrie, 1984b) have been “exploratory” that is, explanations of document processing have been largely inferred through analogies with other cognitive models. The variables used to define these models are based on little, if any, empirical validation. In contrast, the model proposed in this article is a “partial explanatory” model because it identifies a set of variables that have been empirically validated for the broad range of tasks that make up the 1986 National Assessment of Educational Progress (NAEP) document literacy scale (Kirsch & Jungeblut, 1986). The research underlying this model is first described (based on Kirsch & Mosenthal, 1990). Next, a grammar of documents is presented. Using terminology and concepts based on this grammar, a partial explanatory model of document processing is proposed. The variables underlying this model are defined and illustrated using a set of tasks that relate to a bus schedule...

Defining Prose Task Characteristics for Use in Computer-Adaptive Testing and Instruction

The purpose of this study was to validate the constructs that define the difficulty levels of prose-task processing. To accomplish this, this study investigated the extent to which variables from a previous study (Mosenthal, 1996) on document processing influenced difficulty on 165 tasks drawn from the prose scales of five national, adult-literacy surveys. It was found that three process variables accounted for 78% of the variance when prose task difficulty was defined using level scores. The constructs within five levels are specified in terms of a hierarchy of processing difficulty and proficiency. The application of these levels for designing computer-adaptive testing and instruction programs is considered, as are applications for conducting prose research and interpreting literacy policy.

Psycholinguistic Properties of Aural and Visual Comprehension as Determined by Children's Abilities to Comprehend Syllogisms

ATTEMPTS TO VALIDATE the psycholinguistic assumption that reading competence utilizes the same linguistic competence that processing language aurally employs. Competence is defined in terms of the principles of Clarks linguistic theory of comprehension. Operationally competence is manifested by second and sixth grade childrens ability to solve 2and 3-term syllogisms. The findings suggest that although silent reading and aural processing employ the same comprehension competence, reading aloud does not. Moreover, both silent reading and aural processing are shown to be significantly influenced by several paralinguistic variables which appear to function as a gestalt unit. Finally, by redefining Goodmans concept of miscue in terms of paralogic syllogism solving, this study demonstrates that the same linguistic competence underlies miscuing as that which underlies non-miscuing.

The Effect of Classroom Ideology on Children’s Production of Narrative Text:

This paper investigated the influence teacher differences have on how children learn to write during classroom lessons. In the academic teacher’s class, students tended to write narrative accounts about a baseball game by summarizing the literal features of the baseball game picture sequence and by summarizing the literal features of their first written productions. In addition, these students tended to discuss primarily game actions and overlooked player motives and game goals. In the cognitive-developmental teacher’s class, students tended to write narrative accounts about a baseball game by drawing on a variety of meaning sources and processes besides reproduction of some current stimulus. Moreover, these students tended to develop stories with developed motive structures and game goals. These findings are discussed in terms of teacher ideological differences (Bernier, 1981) and a theory of children’s classroom writing competence (Mosenthal, Davidson-Mosenthal, & Krieger, 1981).

Critical Issues: Forging Conceptual Unum in the Literacy Field of Pluribus: An Agenda-Analytic Perspective

The paper explores two alternative agendas that define educational and literacy practices and policies in the United States. The first is the unum agenda, which focuses on developing readers who are good citizens and effective workers. The second is the pluribus agenda, which serves to promote appreciation of diversity, empowerment of disadvantaged groups, and enhanced reader sense of self-esteem. The article argues that deciding questions of “what should be” in practice and policy cannot be determined by neutral appeal to research. Rather, how “good” research, practice, and policy are determined depends, in large measure, on the agenda that one selects to promote education and literacy in the first place. It is noted that, to date, researchers, teachers, and politicians (as well as other educational consumer groups) have tended to advocate for their favorite agenda while dismissing others. The result has been the promulgation of contradiction and confusion. To lend some rationality to the current situation, a method for dealing with competing agendas (as dilemmas) is proposed.

Designing effective adult literacy programs

Abstract This paper addresses the question, ‘How should adult literacy programs be designed to insure their effectiveness?’ To answer this question, the paper first identifies a set of psychological design criteria that could be used to optimize the desired outcomes of different adult literacy programs. Second, two approaches to adult literacy programs are considered in light of these criteria. Strengths and weaknesses of these programs are discussed. In the third part, NAEPs recent literacy assessment of Young Adults (Kirsch and Jungeblut (1986)) is considered in the context of this papers identified design criteria. Finally, an on-going research and implementation project is described. The purpose in discussing this project is to illustrate how the noted psychological criteria might serve as a useful paradigm for the design of both general and specific adult literacy programs.

Critical Issues: Bringing Scholarly Dialogue to the Surface: A View of the JLR Review Process in Progress:

In many respects, the production of a scholarly journal such as JLR is the proverbial iceberg. Above the waterline is the clearly visible, final published product which typically arrives in the mail, is read wholly or in part, and then is archived for future reference. Below the waterline is a much less visible but remarkably extensive and intensive range of activities that support the visible product and that are an integral part of it. In fact, to extend the metaphor, this less visible activity in the production of a journal, particularly the review process (and particularly for new scholars), represents all the mystery and navigational hazards that icebergs do to inexperienced sailors traveling in uncharted waters.