Reading Acquisition Processes (Language and Education by G. Brian Thompson, William Tunmer, Tom Nicholson

By G. Brian Thompson, William Tunmer, Tom Nicholson

Presents summaries, new theoretical frameworks and new findings on how youngsters learn how to learn. This booklet highlights how learn has moved from descriptions of adjustments in the course of studying in the direction of knowing the techniques during which studying happens.

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Johnston 74 Importance of the Issue 74 A Theoretical Specification of the Effects of Phonics Instruction 76 The Evidence 78 Summary 88 Page vi 4 The Case Against Context T. Nicholson 91 Introduction 91 A Classic Study 92 Sparks of Disagreement 93 Replications using 'Real Texts' 95 Another Replication 99 Reaching a Decision on Context 102 Concluding Remarks 103 5 Reading Without Context T. E. A. Hoover 123 Introduction 123 General Language Ability 124 Specific Environmental Experiences 127 Phonological Processing in Working Memory 131 Control Processing in Working Memory 136 Concluding Remarks.

Hunt, E. and Davidson, J. E. (1985) Information processing correlates of reading. Journal of Memory and Language 24, 59-88. Perfetti, C. A. (1977) Language comprehension and fast decoding: Some psycholinguistic prerequisites for skilled reading comprehension. In J. T. ) Cognition, Curriculum and Comprehension (pp. 20-41). Newark, DE: International Reading Association. (1985) Reading Ability. New York: Oxford University Press. Rubin, A. (1980) A theoretical taxonomy of the differences between oral and written language.

Nonetheless, the apparent failure of the simple bottom-up model of reading performance does not invalidate the simple view of reading ability. First, while the evidence does argue that word recognition can be influenced by linguistic Page 4 context under certain conditions, an equally strong and empirically supported argument can be made that during normal reading, the more proficient the reader, the less the reliance on context (Gough, 1983, 1984; Stanovich, 1980). In short, while all reading may not be characterised as a data driven, bottom-up process, fluent reading may best be characterised as just such a process.

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