Psychology Of Reading
•
12 likes•10,719 views
The document discusses the psychology and models of the reading process. It covers: - Early bottom-up models of reading that viewed it as a stimulus-driven process of building words from individual letters. - Research in the 1970s challenged this by showing words are read as a whole rather than letter-by-letter. - Top-down models demonstrated the impact of context, semantics, and prior knowledge on reading. - An interactive model integrating bottom-up and top-down processes is now widely accepted, with reading as an interaction of text, context, goals, and prior knowledge.
Recommended
More Related Content
What's hot
What's hot (20)
More from Brent Daigle, Ph.D.
More from Brent Daigle, Ph.D. (20)
Recently uploaded
Recently uploaded (20)
Psychology Of Reading
- 1. Reading Psychology of Presented by: Brent Daigle, Ph.D.
- 2. E.B. Huey (1908) “ . . .to completely analyze what we do when we read would almost be the acme of a psychologist’s achievements, for it would be to describe very many of the most intricate workings of the human mind . . .” Presented by: Brent Daigle, Ph.D.
- 3. Trends Behaviorism Cognitive Psychology Presented by: Brent Daigle, Ph.D.
- 4. Approaches Stimulus-Driven Text Driven Bottom up approach to reading
- 5. Reading Early Bottom-Up Model of A P+A+T PAT Presented by: Brent Daigle, Ph.D.
- 6. Study LaBerge & Samuels * Research carried out in 1972 – demonstrated that we do not read bottom up exclusively. Words with 1 , 4 or + letters generally take the same amount of time to read !! We do not read letter by letter, building up words from individual letters Presented by: Brent Daigle, Ph.D.
- 7. results? word superiority effect Some words with more letters may be read faster than words with fewer letters Presented by: Brent Daigle, Ph.D.
- 8. Model Top-down Miscue- analysis of readers’ errors as they read aloud I walked up the sidewalk, across the porch, and knocked on the door of the house. home horse how Goodman noted that when they misread a word, good readers are more likely than poor readers to substitute a word that makes sense in the sentence context
- 9. Model Top-down Semantic priming effects chair Less fluent when read alone. More easily recognized when read after the word “table” Presented by: Brent Daigle, Ph.D.
- 10. Model Top-down Semantic priming effects chair Less fluent when read alone. More easily recognized when read after the word “table” At the head of the table was a beautiful chair. Presented by: Brent Daigle, Ph.D.
- 11. Model Top-down Semantic priming effects doctor Less fluent when read alone. More easily recognized when read after the word “nurse” Presented by: Brent Daigle, Ph.D.
- 12. Model Top-down Semantic priming effects doctor Less fluent when read alone. More easily recognized when read after the word “nurse” The hospital administration, nursing staff, and doctors were professional and knowledgeable.
- 13. Model Top-down Prior knowledge effects When Daku, Kazimir, and Yannick arrived, Tiffany was sitting in her living room writing some notes.
- 14. Model Top-down Prior knowledge effects When Daku, Kazimir, and Yannick arrived, Tiffany was sitting in her living room writing some notes.
- 15. Model Interactive Not a compromise between bottom up or top- down approach to reading – a little of both Reading is… The text on the page Context from previous text Prior knowledge Reading goals Presented by: Brent Daigle, Ph.D.
- 16. Model Interactive Where does all of this stuff go? Letters Words Word meanings Memory for general story structures Memory for a specific text Prior knowledge of the topic Long Term Memory
- 17. Model Interactive Where does all of this stuff go? attention Automaticity LTM
- 18. automaticity Interactive model & John Stroop
- 19. automaticity Interactive model & XXXXX XXXX XXX XXXXX XXXXX XXX XXXX XXXX XXX XXXX XXXX XXXXX XXX XXXX XXX XXXXX XXX XXXXX XXXX XXX Presented by: Brent Daigle, Ph.D.
- 20. automaticity Interactive model & GREEN BLUE RED GREEN GREEN RED BLUE BLUE RED BLUE BLUE GREEN RED BLUE RED GREEN RED GREEN BLUE RED Presented by: Brent Daigle, Ph.D.
- 21. instruction reading Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. --John Locke
- 22. grouping student Cross-age tutoring Small learning groups Combined group formats Peer tutoring Presented by: Brent Daigle, Ph.D.
- 23. learner English language Assess need empathize Foster appreciation of cultural diversity Sense of belonging Assign buddy Teach keywords Read/reread aloud Opportunities for success Keep track of language process Value bilingualism Encourage family involvement
- 24. learning disabilities Students with Teach vocabulary word before you start reading Preview the content Read passage aloud High interest reading material Short passages or breaks Focus strategies Physical limitations? Presented by: Brent Daigle, Ph.D.
- 25. richard steele Sir Reading is to the mind what exercise is to the body. Presented by: Brent Daigle, Ph.D.
- 26. Presented by: Brent Daigle, Ph.D.