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CHAPTER1
EXPLAININGTHEFUNDAMENTALS
OFREADINGAbILITy
ANDITSDEVELOPMENT
((…)[R]eadingismanythings.’
Meyer,2002,p.39
Thecurrentchapteraimstooutlinethereasonswhyreadingcomprehensiondefies
simpledefinitions.Thechapterattemptstodescribethedistinctwaysofinterpreting
whatreadingis.Itfocusesonadetailedaccountofthelower-levelprocessesconcerned
withattendingtoprint,withspecialattentiondevotedtotheprocessofword
recognitionanditstheoreticalmodels.Dueattentionisalsogiventothehigher-level
processesinreading,concernedwithcomprehendingadecodedtext.Thenextpart
ofthechaptergivesanoverviewofthemodelsofearlyreadingdevelopment,which
isfollowedbyadiscussionoftwofundamentalstagesinreadingdevelopment:those
ofearlyandmaturereading.Finally,thelastsectionisdevotedtotheroleofhome
andschoolenvironmentinsupportingreadinglearnersinthedevelopmentoftheir
readingskill.
1010READINGASAMULTIDIMENSIONALCONCEPT
ThefrstSubchapterisdevotedmainlytoreadinginL1andonlyoccasionallythe
discussiontouchesuponreadinginL2/FL.ThemajorfocusonL1readingisdue
totheexistenceoftheamplebodyofresearchintoreadinginthenativelanguage
andtothefactthattherearemanysimilaritiesintheprocessoftheacquisitionof
readinginbothnativeandsecondorforeignlanguages,despitethedifferences
whichalsoneedtobeaccountedfor(Eskey,2005;Grabe&Stoller,2002,citedby
Chodkiewicz,2016a).
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