Text Comprehension and Discourse Processing

Abstract

This chapter examines text comprehension and discourse processing from a cognitive standpoint, exploring research evidence that forms the basis for what is known about how individuals learn from text and discourse. First, the history of text comprehension and discourse analysis is discussed. Next, basic processes of memory are discussed, focusing on the influence of short- and long-term memory on comprehension. The chapter then examines how aspects of the learning situation can influence comprehension outcomes, discussing factors internal to the learner (e.g., prior knowledge) as well as factors external to the individual (e.g., characteristics of the text). We explore differences between traditional, printed materials and new, online informational resources that have become increasingly common and widely used for learning. Finally, we consider several existing models of comprehension and knowledge representations, discussing the implications to our overall understanding of what comprehension means and how it can be promoted. Although there remains no exact recipe for creating comprehension in a learner, research has uncovered many of the key ingredients necessary for successful learning outcomes. Continued research in comprehension has led us to an increasingly clear understanding of how individuals learn from text, and technology-based materials are poised to create personalized learning opportunities that structure learning opportunities for individual comprehenders.

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