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The philosophical grounds for this stance lay in the works of the empiricist David Hume (1777/1963) and his narrow conception of knowledge as perception and learning as habituated association (Strike, 1974). , training) that produced them. Depending on how strictly the behaviorist paradigm was followed, hypotheses and conclusions were more or less restricted to discussion of observable behaviors and the environmental stimuli that preceded them (Strike, 1974). The task for this generation of reading researchers, therefore, was to untangle the chained links of behavior involved in reading so learners could be trained in each component skill.

1998). Engagement also pertained directly to students’ meaningful participation in text-based learning. , 1910/1991, 1913) were key to this era. Dewey’s notions of experiential learning and interest were evident in the conceptions of engagement framed within the burgeoning motivation research and resulted in a unification of once oppositional stances. In this era of literacy research, the learner was conceptualized as a motivated knowledge seeker (Alexander, 1997a). Such a perception differed from the Kantian (1787/1963) distinction between the sensible and the intelligible worlds inherent in information-processing theory and the efferent/ aesthetic distinction underlying the psycholinguistic perspective of reading (Goodman & Goodman, 1979).

This mindfulness or purposefulness of reading involved multiple aspects of reading, including its function as communication between individuals as well as the essential roles of interest and motivation in what and how people read. From this perspective, even A Historical Perspective on Reading Research and Practice, Redux 7 at its earliest stages, reading development was never merely a matter of acquisition of skills but entailed an understanding of reading as meaning making and as ultimately aimed toward achievement of the reader’s own purposes.

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