MODELS OF THE READING PROCESS

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MODELS OF THE READING PROCESS

• Word Identification

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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

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AUTOMATIC PROCESSING MODEL LABERGE AND SAMUELS

• Model components
• Visual memory
• Phonological memory
• Episodic memory
• Semantic memory
• Attention

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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

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INTERACTIVE MODEL RUMELHART

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

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INTERACTIVE-COMPENSATORY MODEL STANOVICH

• Based on Rumelharts nonlinear interactive model
• Text processors are compensatory if one
  processor has insufficient data, the others
  compensate

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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

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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

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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

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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.

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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

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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