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Many reading education authorities (i.e. Smith 1978; Stauffer 197b; Thorndike 1973) discuss reading as a meaning identification process in which the reader actively thinks about what s/he reads. Similarly, most classroom teachers include this relationship between reading and meaning in their definitions of reading (Green, Macaui, & Wood 1978).

Little research. however, has been done on children's perceptions of reading (Tovey 1976). How do children view reading? Do they also view reading as a process emphasizing meaning. or do they view reading as something else? The purpose of this study was to investigate children's definitions of reading. with a special concern for their view of reading as a meaning identification process.

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