READING AND THE
READING PROCESS
READING is used to refer to the task of
understanding a text of sentences and
phrases which are related in some
meaningful way.
Other definitions: text comprehension,
story understanding, interpretation,
reading comprehension, and discourse
understanding, among others.
Reading involves many processes.
Linguistic
Cognitive
Psycholinguistic
Physiological
Psycho-social
READING AS A
LINGUISTIC PROCESS
LANGUAGE is a code system used
by humans to communicate. And
as there are diverse languages,
there are diversities in the code
system or symbol system as
devised and used by man.
Reading is a linguistic process. Reading, like
speaking and listening, should be considered as a
language process.
Hence, children being taught to read must
understand the relationship between reading and
their language.
READING AS A
COGNITIVE
PROCESS
Reading is a complex cognitive process in which
the reader, through interaction with the text,
constructs meaning.
Reading is the interaction of the brain
and text:
Interaction
Depends
on Store of
Meaning Non-Visual
Information
Semantic
Knowledge
Grapho-
Syntactic
phonic
Knowledge
Knowledge
Schema
TWO STEPS INVOLVED IN COGNITION:
The extraneous process creates a stimulus on the
visual centers of the brain. This consists in two
essential aspects, namely, word recognition or the
written symbols and attentive adjustment by the
reader on these symbols.
Fusion/ interpretation/ construction of meaning by
the mind out of the stimuli.
These two steps involve other complex processes which include:
Immediate arousal of association in
recognition of the written symbols ---
their pronunciation, vocabulary
meaning, context, etc.
Other stimuli inclusive of kinesthetic
or auditory
These stimuli are distributed to brain
centers (instinct, feelings,
imagination, reason, abstract
intelligence, will)
Synthesis or the fusion of related
inputs from brain centers resulting in
the recognition of the meaning of the
printed symbols
Reading is a psycholinguistic process.
Language Thinking
Language is used to encode information
in the brain
Non-Visual Interaction
Information Depends
on Store of
Meaning
Decode Language Meaning
Non-Visual
Input
Information
Experience
Written/
Oral
Language Printed
Symbols
How Do We Read?
Non-Visual Information
Prediction
Redundancy
READING AS A
PHYSIOLOGICAL
PROCESS
PHYSIOLOGY
Physiology is the science dealing
with the functions and vital
processes of living organisms.
How is reading as a
physiological process?
Reading is a physical process, it involves
physiological parts of the body.
Light patterns from
Eyes see the the printed symbols
printed hit the foveal areas
word or the or closely-packed
images. sensory cells of the
retina.
Chemical change
is induced that
create patterns of
nerve currents
into the optic
Using the Currents nerve fiber.
currents, the travel to
cerebral
cortex
the center
interprets the of the mid-
symbols. brain.
What are the
different eye
movements
involved in
reading?
Eyes stopping or getting fixated on the word or words
Fixation The duration of fixation is the length of time the eyes
has to pause.
Inter-fixation Eyes moving from stopping point to the other
Return Eyes swinging back from the end line to the
Sweeps beginning of the next line
Short quick hop and jump movements done
Saccades especially by literate people to move ahead on a line
of print
Regressions Backward right-to-left movement in case there is a
need to double check what is being read
READING AS A
PSYCHOSOCIAL
PROCESS
1. Reading is learned
2. People read messages from official
communication, mass media and the internet.
3. Reading is a social activity that engages humans
in the world.
4. Reading is also professional as it is a form of
communication done in all the professions and
human pursuits including scientific and
technological research and studies.
5. Reading is a unique activity which you can adopt
every day.
READING IS AN INTERACTIVE PROCESS
Reader
Text Context
Meaning
Major components of Comprehension
Reader
Experiences language
Prior knowledge Purposes
Cognitive abilities Schemata
Affective state Cognitive flexibility
Reading fluency Point of view
Context Text
Participants Language
Why Structure
When Information
Where Graphic aids
Reading assignments Intertextuality
Stance Readability
External purposes
Authenticity
Social/cultural aspects
