Our reading brain is a little miracle. No computer can replicate it yet. Our language and expertise are extremely versatile and rich.
Effective text comprehension relies on selecting the correct word meaning within a given context. Some words can have a different meaning in a different context.
How do our minds make sense out of printed words?
Walter Kintsch, a language psychologist, successfully captured all characteristics in a flexible model.
Kintsch’s construction-integration paradigm highlights the importance of language variety, knowledge, and context in achieving accurate text comprehension.
Understanding the Construction-Integration Model: Key Concepts
Reading comprehension involves correctly interpreting and assigning meaning to a text. For years, linguists have attempted to mimic the process of reading to better comprehend it.
Kintsch didn't start from scratch. There were already several reading models. However, these were too top-down for his preferences.
Reading a word can trigger the opening of a drawer with the appropriate meaning in our minds. The complexity of reality leads to multiple interpretations in our minds.
Text comprehension involves identifying the appropriate meaning within a given context.
Kintsch wanted to give justice to the complexity. That's why he created a bottom-up model. He argues that meaning is derived solely from reading and comprehending the text.
Or, as he puts it succinctly: you must create meaning.
Readers can recall knowledge in addition to the material they are reading. Linguists understand grammar and word classes, such as knowing that 'he' refers to a male person.
Knowledge of the globe, such as Africa's scorching climate and the ability to create cheese from milk.
They relate words and sentences to their prior knowledge, rather than reading in isolation.
Kintsch's study with Dutch linguist van Dijk revealed that reading involves two associated knowledge networks: linguistic and thematic.
Kintsch model emphasises the importance of knowledge networks.
Core Principles of Kintsch’s Reading Comprehension Model
Kintsch's article goes deeply into the psychology of the reader. His construction-integration approach explains how reading creates meaning.
He explains the process of text understanding down to the millisecond. He found that readers first generate possible interpretations and then combine them into a coherent whole.
Knowledge exists in our memory as an associative network of nodes with mutual connections. Similar to a mind map, each node contains a word that is surrounded by accompanying meanings, qualities, and associations that connect to other nodes.
The linguistic knowledge network includes nouns and articles that are connected to the node. The brain is responsible for constructing and integrating the necessary jigsaw pieces.
Our brain swiftly considers all possible meanings for a word in a given context. Some are pushed away as irrelevant, while others remain active.
Our working memory sorts until only a viable candidate remains. The question is whether the candidate can truly integrate with the text at hand. If not, the memory must explore alternative choices.
The entire procedure takes only milliseconds. Unless an unknown word may surface with little connotations. For example, reading an unknown word or a recognised word in an unknown context.
This is found to have a longer reaction time in language experiments.
Homonyms, or the same term with distinct meanings, also require extra time.
Educational Benefits of Kintsch’s Construction-Integration Model
Kintsch's model is most useful for professionals, but it also contains educational teachings. For instance, it highlights the complexity of comprehending a text. Mastering text comprehension requires simultaneous development of multiple cognitive skills.
Kintsch explains the components of text comprehension, including vocabulary, grammar, context, and world knowledge.
All of these aspects must consequently be included in reading teaching, preferably as well integrated as feasible. Kintsch’s research demonstrates that context ultimately determines word meaning in text comprehension.
Applying Kintsch’s Model in Classroom Teaching: Practical Strategies
When a pupil reads a text, their entire brain is engaged.
Kintsch explores why their brain might get stuck. Perhaps the text contains an unknown word or a recognised word with an unclear meaning.
The pupil may not understand the material, causing them to miss the point. If a pupil struggles with a paragraph, they may be able to figure it out on their own with additional reading time.
Alternatively, you can assist them by reflecting on it together.
Identifying potential issues with text comprehension allows teachers to provide more effective interventions.
Read through the reading materials you intend to deliver to your class from that perspective. That can be really enlightening, and you'll be ready for challenging portions. For example, you can introduce a more challenging passage, check existing knowledge of the theme, and offer more explanation as needed. Or perhaps you feel that it is preferable to look for another text.
Key Takeaways: Enhancing Text Comprehension Through Kintsch’s Model
- Good reading creates knowledge.
- Readers can determine a word's meaning in milliseconds in a given context.
- Understanding a text requires both linguistic and global knowledge.
- Read the book through your students' eyes: which passages may they stumble over?
Next up in this series: The Reading Crisis: How Poverty and Limited Vocabulary Impede Pupil Success
Reference
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model.