An Exploration of the Impact of Epistemological Stances on Reading



Abstract: This paper explores how reading is affected by the
epistemological stance we take. It begins with a historical survey of how reading has been conceptualized. The survey shows that reading has been regarded as discrete linguistic decoding skills, an innate human capacity, a transaction between the reader and the text, a product of sociocultural practices, and being digitally literate. However, little research has been conducted on how the epistemological stance we take affects the reading or interpretation of a text. Therefore, three epistemological stances, i.e., objectivism, subjectivism, and constructionism, are discussed to illustrate how they affect the reading of a text. In addition, a fourth epistemological stance, intersubjectivism, is put forth to demonstrate how it complements objectivism, subjectivism, and constructionism in helping us better understand the reading process. Finally, the implications for reading instruction are presented.

Author Biography

Cheu-jey Lee, Purdue University Fort Wayne

Author and Affiliation
Dr. Cheu-jey Lee
Professor of Literacy Education
School of Education
Purdue University Fort Wayne
ORCID: 0000-0003-4523-7952