Models of the Reading Process
By Murray Peglar B.A., B.EdTo be able to teach reading, it is important to understand what happens when we read. Reading basically involves transforming a text, which is a graphic representation, into thought, or meaning. It used to be thought that this was simply a matter of combining letters into words, words into sentences and sentences into meanings. However, over the last thirty years, psychologists and linguists, using a variety of experimental techniques, have discovered that things are much more complex. Several models of the reading process have been put forward to account for the experimental findings. A key element in explaining reading is the amount to which what the brain already knows affects perception of what is being read (top-down processing). This idea was initially thought to be in contrast to earlier ideas that reading was a linear progression from page to understanding (bottom-up processing), but newer research seems to indicate that both elements play important parts in reading. The following sections outline some very important research and ideas in our understanding of reading: Kenneth GoodmanDavid RumelhartRayner and PollatsekShort CircuitsTeaching Implications |
Kenneth GoodmanIn the early 1960s Kenneth S. Goodman began studying the reading of authentic texts by urban and rural young people. His earliest miscue research, published in 1965, is probably the most widely replicated study in reading research history. But it was his article, "Reading: a Psycholinguistic Guessing Game" (1967), that began a revolution moving away from a view of reading as rapid accurate sequential word recognition to an understanding of reading as a process of constructing meaning - making sense - of print. That research is part of the basis for the whole language movement and disagreements over his conclusions about the nature of reading fuel the current "reading wars." (Stenhouse Publishers, 2003)Goodman defined reading as: �a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text� (Goodman, 1988). Basically, the study of reading looks at translating a linguistic surface representation (text) into thought. Goodman based much of his theory on analysing miscues (mistakes) in texts being read-aloud. He believed that efficient readers minimize dependence on visual detail, but focused his theories on the interactions of reader and text. Basic physical sensory information (the physiological process) is cycled into deeper levels of cognitive processes. Cycles� readers move from text to understanding through cycles of deeper processing, moving from optical, to perceptual, to syntactic, to meaning Cognitive Processes of the brain used in reading are:
This limited view, however, was still an improvement upon Noam Chomsky�s �generative grammar�, which lacked explanation of top-down processing. Goodman also promoted the use of �natural texts�, believing that language must be studied in context. This follows from his postulated three sources of linguistic information: symbols (characters), language structure (syntax), and semantic (meaning). |
David RumelhartRumelhart helped develop the field of cognitive science in the 1970�s with his work on long term memory and semantic mapping in the mind. He improved upon Goodman�s model by creating a non-sequential model that relies heavily on the use of schemata and top-down processing for explaining understanding.Schemata: �[can delineate] in a general manner, without limitation to any single determinate figure as experience, or any possible image that I can represent in concreto� (Kant, 1781).Instantiations: A schema filled in with default values is called a prototype. Whereas a schema is an organized abstract framework of objects and relations, a prototype consists of a specified set of expectations. A prototype is a highly typical instantiation or instance of a schema (Langacker, 1987). If the instantiation (example) matches our schema (idea), we comprehend. If understanding does not occur, we can infer that the text does not have enough clues, or that the reader does not have the appropriate schema. Learning involves creating or changing schemata through:
We can therefore think of schemata in terms of our:
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Rayner and PollatsekIn their foundational work on reading psychology, Raynor and Pollatsek used experimental evidence to show that neither top-down, nor bottom-up theories in isolation can fully account for reading data. This continues to be the main issue in modern research: how to intersect bottom-up and top-down models. Though Raynor and Pollatsek, and Clarke (see Short Circuits), have used experimental research to show these two theories pointing to an intersection that is �reading�, how these models can work together is still unknown. They have, however, created a detailed model of sentence reading that takes into account the interactions of initial encoding, long term memory / knowledge, and the active processes of working memory and parsing.In this model, the parser (the part of the brain that analyses sentences for structure) is seen as a purely syntactic device. It uses input from the lexicon (personal vocabulary of language and morphemes) to produce a structural representation for the sentence. The parser uses the principles of minimal attachment and late closure. An example of minimal attachment is illustrated by Rayner and Pollatsek (1989) in the sentences, "The girl knew the answer by heart" and "The girl knew the answer was wrong". The minimal attachment principle leads to a grammatical structure in which "the answer" is regarded as the direct object of the verb "knew". This works for the first sentence, but not the second, illustrating the effect of late closure having a bearing on the grammatical structure. They also assume that the nature of temporary storage in the working memory is phonological. Therefore, if comprehension fails, the inner speech module can replay the message. There is little mention of details about how meaning is represented. Though there is a detailed mapping of cognitive processes during reading, Raynor and Pollatsek also found that good readers are able to recognise lexical forms at a processing speed faster than the time required to activate context effects and conscious predicting. Thus, their theories present a more integrated approach, involving both bottom-up and top-down processing, as �the interactive models, attempting to be more comprehensive, rigorous and coherent, give emphasis to the interrelations between the graphic display in the text, various levels of linguistic knowledge and processes, and various cognitive activities� (Weber, 1984). |
Short Circuits and ReadingThough one would assume that good readers would use larger chunks of text, and rely on semantic (meaning) cues rather than syntactical (grammar) ones, and that these differences would hold for L1 and L2 reading, some surprising evidence has been found. Strong L1 readers did rely more on semantic cues, and weak readers more on syntactical, however, both used syntactic cues equally in L2. During oral reading miscue tests, differences between strong and weak readers also diminished, though the types of mistakes made were different, with strong readers making more semantically acceptable miscues. What this means is that good L1 readers appeared less able to use their reading strategies in L2. It is hypothesised that �limited control over the language �short circuits� the good reader�s system causing him/her to revert to poor reader strategies� (Clarke, 1980), in difficult L2 tasks. This creates short circuits (gaps in reading understanding) in the following situations:
Short Circuit � any reading that does not end with meaning
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Teaching ImplicationsThe balance between top-down, and bottom-up processing, though identified as complimentary, is still somewhat nebulous. Therefore, much of the recommended teaching practice based on these theories still centre around exercises that isolate and improve top-down and bottom-up skills. Patricia Carrell (1987) has categorised some such exercises:Bottom-Up Exercises:
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References//www.litandlearn.lpb.org/strategies/strat_4PReP.pdf - Literacy Strategy//nadabs11.tripod.com/reading/ - Teaching Reading //www.indiana.edu/~eric_rec/ieo/bibs/whole.html - Whole Language Reading Instruction //www.cal.org/NCLE/DIGESTS/LANG_EXPER.HTML - ERIC Digest //www.scism.sbu.ac.uk/inmandw/review/ml/index.html - Reference Reviews on Machine Learning www.stenhouse.com, Stenhouse Publishers �About the Authors� (1997-2003) Rayner, K., & Pollatsek, A. (1989) The Psychology of Reading. Hillsdale, NJ: Lawrence Erlbaum Associates. Goodman, Kenneth S. (1988) in Carrell et al. Interactive Approaches to L2 Reading Cambridge, CUP All webpages last visited on March 26 / 03 |
This website last modified April 03 / 03 |