RESOLV: Readers' Representation of Reading Contexts and Tasks

• Published in: Educational psychologist Vol. 52; no. 3; pp. 200 - 215
• Main Authors: Rouet, Jean-François, Britt, M. Anne, Durik, Amanda M.
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 03-07-2017; Taylor & Francis Ltd; Taylor & Francis (Routledge)
• Subjects: Cognitive Processes; Cognitive science; Context Effect; Education; Educational Objectives; Educational psychology; Humanities and Social Sciences; Hypotheses; Hypothesis Testing; Intentional Learning; Psychology; Reader Text Relationship; Reading; Reading Comprehension; Reading Processes; Reading Skills; Reading Strategies; Task Analysis
• ISSN: 0046-1520; 1532-6985
• DOI: 10.1080/00461520.2017.1329015

We introduce RESOLV, a theoretical model to account for readers' construction and management of goals during text comprehension and use. RESOLV focuses on readers' experience of their physical, social, and communicative context prior to actually engaging with texts. RESOLV assumes that readers construct two types of mental models prior to reading: The context model is a representation of the physical and social reading context, whereas the task model is a set of goals and plans that drives readers' decisions and actions in reading. We first present the RESOLV model, and we articulate two core hypotheses. We then present and discuss evidence supporting these hypotheses, from past and more recent research conducted in our labs, as well as in others'. The data support the view that reading decisions and processes are guided by readers' perceptions and attributions regarding the task statement but also more implicit cues from the reading context.