Relevance Strategy in Reading and Reading Instruction

Yantao Zeng; Yuemei Liu

doi:doi:10.11648/j.hss.20210902.11

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Relevance Strategy in Reading and Reading Instruction

Yantao Zeng, Yuemei Liu

Published in Humanities and Social Sciences (Volume 9, Issue 2)

Received: 9 March 2021 Accepted: 22 March 2021 Published: 1 April 2021

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Abstract

On the basis of reviewing the previous reading strategies research, we find that the previous three general models of reading strategies have their own limitations and that, although all the previous models take notice of the role relevance plays in reading, they invariably fail to specify how relevance functions in reading. Relevance is not only a notion of large category which includes relevant information, relevant knowledge of language, culture, background, context, etc. necessary for reading comprehension, but also a mechanism by which these aspects of information and knowledge are accessed and retrieved for reading process and comprehension process. Enlightened by the Relevance Theory, the authors in the present research aims at analyzing strategy for reading and reading instruction and proposing a relevance-based approach to reading and reading instruction. They have given in it a systematic analysis of the cognitive features and cognition laws involved in reading and comprehension and put forward the notion of Relevance Strategy in reading and reading instruction, arguing that reading or reading instruction is a cognitive-inferential process, with Relevance as the kernel, of searching relevant information and knowledge and arriving at maximal relevance (i.e. solution or interpretation of reading material). Either the bottom-up, or top-down, or interactive models of strategies cannot ignore the kernel function of relevance. In the application of sub-strategies, relevance is also playing a major role. The authors, therefore, also argue that the traditional decoding model of Reading Comprehension instruction should be replaced by a pragma-cognitive model. Reading (Comprehension) should not be regarded as merely decoding words, phrases or sentences, but as an integral cognition of the reading material. A teacher should help students form a unitary cognitive environment so as to cognize the reading material as a whole.

Published in	Humanities and Social Sciences (Volume 9, Issue 2)
DOI	10.11648/j.hss.20210902.11
Page(s)	32-44
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Reading Strategies, Relevance Strategy, Reading Instruction

References

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Yantao Zeng, Yuemei Liu. (2021). Relevance Strategy in Reading and Reading Instruction. Humanities and Social Sciences, 9(2), 32-44. https://doi.org/10.11648/j.hss.20210902.11

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Yantao Zeng; Yuemei Liu. Relevance Strategy in Reading and Reading Instruction. Humanit. Soc. Sci. 2021, 9(2), 32-44. doi: 10.11648/j.hss.20210902.11

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AMA Style

Yantao Zeng, Yuemei Liu. Relevance Strategy in Reading and Reading Instruction. Humanit Soc Sci. 2021;9(2):32-44. doi: 10.11648/j.hss.20210902.11

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@article{10.11648/j.hss.20210902.11,
  author = {Yantao Zeng and Yuemei Liu},
  title = {Relevance Strategy in Reading and Reading Instruction},
  journal = {Humanities and Social Sciences},
  volume = {9},
  number = {2},
  pages = {32-44},
  doi = {10.11648/j.hss.20210902.11},
  url = {https://doi.org/10.11648/j.hss.20210902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20210902.11},
  abstract = {On the basis of reviewing the previous reading strategies research, we find that the previous three general models of reading strategies have their own limitations and that, although all the previous models take notice of the role relevance plays in reading, they invariably fail to specify how relevance functions in reading. Relevance is not only a notion of large category which includes relevant information, relevant knowledge of language, culture, background, context, etc. necessary for reading comprehension, but also a mechanism by which these aspects of information and knowledge are accessed and retrieved for reading process and comprehension process. Enlightened by the Relevance Theory, the authors in the present research aims at analyzing strategy for reading and reading instruction and proposing a relevance-based approach to reading and reading instruction. They have given in it a systematic analysis of the cognitive features and cognition laws involved in reading and comprehension and put forward the notion of Relevance Strategy in reading and reading instruction, arguing that reading or reading instruction is a cognitive-inferential process, with Relevance as the kernel, of searching relevant information and knowledge and arriving at maximal relevance (i.e. solution or interpretation of reading material). Either the bottom-up, or top-down, or interactive models of strategies cannot ignore the kernel function of relevance. In the application of sub-strategies, relevance is also playing a major role. The authors, therefore, also argue that the traditional decoding model of Reading Comprehension instruction should be replaced by a pragma-cognitive model. Reading (Comprehension) should not be regarded as merely decoding words, phrases or sentences, but as an integral cognition of the reading material. A teacher should help students form a unitary cognitive environment so as to cognize the reading material as a whole.},
 year = {2021}
}

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TY  - JOUR
T1  - Relevance Strategy in Reading and Reading Instruction
AU  - Yantao Zeng
AU  - Yuemei Liu
Y1  - 2021/04/01
PY  - 2021
N1  - https://doi.org/10.11648/j.hss.20210902.11
DO  - 10.11648/j.hss.20210902.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 32
EP  - 44
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20210902.11
AB  - On the basis of reviewing the previous reading strategies research, we find that the previous three general models of reading strategies have their own limitations and that, although all the previous models take notice of the role relevance plays in reading, they invariably fail to specify how relevance functions in reading. Relevance is not only a notion of large category which includes relevant information, relevant knowledge of language, culture, background, context, etc. necessary for reading comprehension, but also a mechanism by which these aspects of information and knowledge are accessed and retrieved for reading process and comprehension process. Enlightened by the Relevance Theory, the authors in the present research aims at analyzing strategy for reading and reading instruction and proposing a relevance-based approach to reading and reading instruction. They have given in it a systematic analysis of the cognitive features and cognition laws involved in reading and comprehension and put forward the notion of Relevance Strategy in reading and reading instruction, arguing that reading or reading instruction is a cognitive-inferential process, with Relevance as the kernel, of searching relevant information and knowledge and arriving at maximal relevance (i.e. solution or interpretation of reading material). Either the bottom-up, or top-down, or interactive models of strategies cannot ignore the kernel function of relevance. In the application of sub-strategies, relevance is also playing a major role. The authors, therefore, also argue that the traditional decoding model of Reading Comprehension instruction should be replaced by a pragma-cognitive model. Reading (Comprehension) should not be regarded as merely decoding words, phrases or sentences, but as an integral cognition of the reading material. A teacher should help students form a unitary cognitive environment so as to cognize the reading material as a whole.
VL  - 9
IS  - 2
ER  -

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Author Information

Yantao Zeng

School of Foreign Studies, South China Normal University, Guangzhou, China
Yuemei Liu

Department of Foreign Languages, Yangjiang Open University, Yangjiang, China

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Yantao Zeng, Yuemei Liu. (2021). Relevance Strategy in Reading and Reading Instruction. Humanities and Social Sciences, 9(2), 32-44. https://doi.org/10.11648/j.hss.20210902.11

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Yantao Zeng; Yuemei Liu. Relevance Strategy in Reading and Reading Instruction. Humanit. Soc. Sci. 2021, 9(2), 32-44. doi: 10.11648/j.hss.20210902.11

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Yantao Zeng, Yuemei Liu. Relevance Strategy in Reading and Reading Instruction. Humanit Soc Sci. 2021;9(2):32-44. doi: 10.11648/j.hss.20210902.11

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@article{10.11648/j.hss.20210902.11,
  author = {Yantao Zeng and Yuemei Liu},
  title = {Relevance Strategy in Reading and Reading Instruction},
  journal = {Humanities and Social Sciences},
  volume = {9},
  number = {2},
  pages = {32-44},
  doi = {10.11648/j.hss.20210902.11},
  url = {https://doi.org/10.11648/j.hss.20210902.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20210902.11},
  abstract = {On the basis of reviewing the previous reading strategies research, we find that the previous three general models of reading strategies have their own limitations and that, although all the previous models take notice of the role relevance plays in reading, they invariably fail to specify how relevance functions in reading. Relevance is not only a notion of large category which includes relevant information, relevant knowledge of language, culture, background, context, etc. necessary for reading comprehension, but also a mechanism by which these aspects of information and knowledge are accessed and retrieved for reading process and comprehension process. Enlightened by the Relevance Theory, the authors in the present research aims at analyzing strategy for reading and reading instruction and proposing a relevance-based approach to reading and reading instruction. They have given in it a systematic analysis of the cognitive features and cognition laws involved in reading and comprehension and put forward the notion of Relevance Strategy in reading and reading instruction, arguing that reading or reading instruction is a cognitive-inferential process, with Relevance as the kernel, of searching relevant information and knowledge and arriving at maximal relevance (i.e. solution or interpretation of reading material). Either the bottom-up, or top-down, or interactive models of strategies cannot ignore the kernel function of relevance. In the application of sub-strategies, relevance is also playing a major role. The authors, therefore, also argue that the traditional decoding model of Reading Comprehension instruction should be replaced by a pragma-cognitive model. Reading (Comprehension) should not be regarded as merely decoding words, phrases or sentences, but as an integral cognition of the reading material. A teacher should help students form a unitary cognitive environment so as to cognize the reading material as a whole.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Relevance Strategy in Reading and Reading Instruction
AU  - Yantao Zeng
AU  - Yuemei Liu
Y1  - 2021/04/01
PY  - 2021
N1  - https://doi.org/10.11648/j.hss.20210902.11
DO  - 10.11648/j.hss.20210902.11
T2  - Humanities and Social Sciences
JF  - Humanities and Social Sciences
JO  - Humanities and Social Sciences
SP  - 32
EP  - 44
PB  - Science Publishing Group
SN  - 2330-8184
UR  - https://doi.org/10.11648/j.hss.20210902.11
AB  - On the basis of reviewing the previous reading strategies research, we find that the previous three general models of reading strategies have their own limitations and that, although all the previous models take notice of the role relevance plays in reading, they invariably fail to specify how relevance functions in reading. Relevance is not only a notion of large category which includes relevant information, relevant knowledge of language, culture, background, context, etc. necessary for reading comprehension, but also a mechanism by which these aspects of information and knowledge are accessed and retrieved for reading process and comprehension process. Enlightened by the Relevance Theory, the authors in the present research aims at analyzing strategy for reading and reading instruction and proposing a relevance-based approach to reading and reading instruction. They have given in it a systematic analysis of the cognitive features and cognition laws involved in reading and comprehension and put forward the notion of Relevance Strategy in reading and reading instruction, arguing that reading or reading instruction is a cognitive-inferential process, with Relevance as the kernel, of searching relevant information and knowledge and arriving at maximal relevance (i.e. solution or interpretation of reading material). Either the bottom-up, or top-down, or interactive models of strategies cannot ignore the kernel function of relevance. In the application of sub-strategies, relevance is also playing a major role. The authors, therefore, also argue that the traditional decoding model of Reading Comprehension instruction should be replaced by a pragma-cognitive model. Reading (Comprehension) should not be regarded as merely decoding words, phrases or sentences, but as an integral cognition of the reading material. A teacher should help students form a unitary cognitive environment so as to cognize the reading material as a whole.
VL  - 9
IS  - 2
ER  -

Copy | Download