1 / 12

MODELS OF THE READING PROCESS

MODELS OF THE READING PROCESS. Word Identification. BOTTOM UP MODEL SIMPLE VIEW OF READING GOUGH. Cognitive processing of information proceeds from lower order to higher order stages Reading comprehension is a result of two processes: decoding and language comprehension Catts and Kamhi.

adina
Download Presentation

MODELS OF THE READING PROCESS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MODELS OF THE READING PROCESS Word Identification

  2. BOTTOM UP MODELSIMPLE VIEW OF READINGGOUGH • Cognitive processing of information proceeds from lower order to higher order stages • Reading comprehension is a result of two processes: decoding and language comprehension • Catts and Kamhi

  3. AUTOMATIC PROCESSING MODEL: LABERGE AND SAMUELS • Model components • Visual memory • Phonological memory • Episodic memory • Semantic memory • Attention

  4. ROLE OF ATTENTION: LABERGE AND SAMUELS • Individuals have a limited amount of attention available • Automaticity in some components frees attention • Is basis for attention to fluency • Fluency is a “proxy” for automatic decoding

  5. INTERACTIVE MODEL: RUMELHART • A non-linear model • Simultaneous convergence of different processors • Orthographic: letter/sound recognition • Lexical: vocabulary • Syntactic: grammar • Semantic: meaning and context

  6. INTERACTIVE-COMPENSATORY MODEL: STANOVICH • Based on Rumelhart’s nonlinear interactive model • Text processors are compensatory; if one processor has insufficient data, the others compensate

  7. PHONOLOGICAL-CORE MODEL: STANOVICH • Primary issue is a phonological processing deficit (awareness of and ability to hear and manipulate sounds within words) • “The Matthew Effect”

  8. LIBERMAN AND LIBERMAN Mastery of speech does not make a child aware of the alphabetic structure of words There is little connection between the component sounds of a word and the meaning of the word Reading a word and knowing its meaning are separate matters The route to the lexicon is always phonological not visual

  9. SOUND PROCESSING PERSPECTIVE: EHRI • Words are not captured in memory as a geometric figure or by rote memorization • Words are captured as a sequence of letters and letter-sound connections • In subsequent encounters, words are retrieved through letter sound connections

  10. JUST AND CARPENTER • Model based upon eye movement studies • Readers fixate on and process every content word: they encode, choose meaning, and determine status in sentence and discourse. • Readers cannot determine the meaning of words in their peripheral vision. • Fixation length reflects time to determine meaning.

  11. Adams Skilled readers are indifferent to word shape Skilled readers process every letter and/or syllable; they do not predict from context Skilled readers translate letters to sounds; they do not read words as visual wholes “Dyslexic” readers do not see backwards

  12. Adams Use of context aids word recognition; it does not replace use of letter and sounds Young readers and poor readers are especially sensitive to context. Context is not helpful in unfamiliar text

More Related