The Process Of Reading

Reading can provide many benefits to the reader. One of those benefits is the expansion of the reader’s vocabulary. The more a reader reads, the broader the reader’s vocabulary.

The Simple View of Reading (SVoR) model suggests that children must have language comprehension and word recognition skills to be proficient readers, Medwell et al (2014). Jim Rose’s report (2006, p. 40) outlined the Simple View of Reading as a useful framework, which would make explicit to teachers what they need to teach about word recognition and language comprehension (see appendix 1). Before the Rose report, reading was defined as decoding black marks, Graham and Kelly (2012). After this the searchlights model suggested that phonics, grammatical knowledge, reading comprehension and graphic knowledge are equally useful tools when learning to read, Ward (2008). The Rose report’s Independent Review of the Teaching of Early reading reconstructed this model and created the SVoR. Rose (2006, p. 38) determines word recognition as a process which allows you to use “phonics to recognise words” and language comprehension as the means by which “word information, sentences and discourse are interpreted.” The SVoR suggests that, to become a fluent reader, the skills of language comprehension and word recognition are equally important and dependent on each other. Gough and Tummer first mentioned this model, as stated that “comprehension is not sufficient, for decoding is also necessary” Wyse et al (2013, p.

b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. (1.RF.4.b)

According to Victor Hugo, "To learn to read is to light a fire; every syllable that is spelled out is a spark." Furthermore, educators must help kids learn to read as Victor Hugo has stated because each syllable “is a spark” which ignites a new world of words and stories for every child. Fortunately, many psychologists have studied specific aspects of the reading process, which in turn has created different reading models. One of the most recent reading models is the Dual Route Cascade model (DRC) which is a computational model of reading aloud with visual recognition. A computational model is a cognitive task where a computer mimics human cognitive processing. Moreover, this is the only model that can perform the two most common tasks used

Reading linearly is the process of reading left to right from top to bottom. Nicholas Carr, the author of “The Shallows” writes about how technology is affecting our linear way of reading. Carr tells us how it used to be easy for him to immerse himself into a lengthy novel but now he finds his concentration starting to dwindle after only a short period of time. Carr also argues that we are losing our ability to think deeply because we are able to access such a plethora of information so easily. Research has found that technology over time has decreased our ability to read linearly. This research goes hand in hand to support Carr’s arguments in “The Shallows”. Along with the exponential decline in our ability to

This weeks reading, by Corrie Goldman, supports the neuroscientific benefits of a close read by providing readers with preliminary results of a very spesciffic tests. In this research, subjects were asked to read a passage twice, at first they were asked to skim trough it. The second time they were asked to read "closely" as if studying for an exam. Not only were they reading but they were doing so while being scanned by an MRI machine. Results indicated that while both readings increased blood-flow to the brain, the close read had substantial difference, demonstrating that a close read requires the synchronization of various cognitive functions at one time. I support this conclusion, when I "catch" myself skimming trough important information

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

Likewise, authors Debra Jared and Katrina O’ Donnell study in their article “Skilled adult readers activate the meanings of high-frequency words using phonology: Evidence from eye tracking.” (2016)

A study was conducted by J.R. Stroop in order to test the effects of automaticity, specifically on reading. In one condition, Stroop presented his participants with 100 words, each of which spelled out a color, but the ink of the word was a different color than

Reading a paper copy rather than an electronic copy will help you stay focused on the text. Researchers have found that people tend to “adopt new habits while interfacing with digital devices” (Niccoli). These habits consist of skimming through the text in an “F” form—reading the top line and looking for keywords rather than

High-Frequency Words: The most common words that readers use again and again. Many high-frequency words are tough to learn because they can’t be easily decoded.

As a child, reading was an activity that I loved and grasped from the moment I opened my eyes and saw the world around me; one full of big letters, long syllables, descriptive words, and jazzy sentences that combined to create exhilarating descriptions of everything I would come across in my thrilling adventures. From the earliest stages of my life to my first simple words, to recognizing how a colorful picture matched the plot of a story, I grew, developed, and spent time with the wonderful people around me whom I was blessed to call my uncles, aunts, and cousins. They had spent hours upon hours pouring their time into teaching me the arduous process of reading, instructing everything they could about sounds, syllables, pronunciation, and

By reading to fast you can skip over important details or examples, thereby creating gaps in your understanding that can be very difficult to fill in later. When being critically engaged it’s important to keep a consistent and manageable pace in order to maximize the effectiveness of your reading process. However, pacing is not the only important term. Time management plays the largest role in being able to successfully read and write.

Reading abilities, decoding and reading comprehension skills are imperative to academic success. During the early stages of teaching students to read, a common practice is to employ the use of sight words. Worsham (2001) defines sight words as the most frequently used words in the English language that readers automatically recognize without having to use pictures or sounding out techniques. Lists such as the Dorsch List and the Fry’s Instant words list have gained popularity for containing the most commonly used words in the English language. While these lists are vital to sight word

Reading helps in mental development and is known to stimulate the muscles of the eyes and it is also an activity that involves greater levels of concentration and adds to the conversational skills of the reader.