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HEDEVELOPMENTOFWORDRECOGNITIONINREADINGINLOWERPRIMARYPOLISHLEARNERSOFENGLISH
101010THECOMPLEXTASKOFDEFININGREADING
Readingisoftentakenforgranted(Grabe,2009;Rayner,Pollatsek,Ashby,
&CliftonJr.,2012),yetreadingresearchershavenotbeenabletoagreeonone,
inclusivedefnitionofreading(Aldreson,2000;Grabe,2009;Meyer,2002).Among
thereasonsforthecontinuousabsenceofone,comprehensivedefnitionofreading,
Alderson(2000)enumerates:(1)thevastnumbersofvolumeswrittenonthesubject
ofreading,(2)manydiversereadingtheories,(3)differencesbetweenreadinginL1
andL2,(4)thecognitiveandperceptualabilitiesreadinginvolves,and(5)therole
playedbymemory(p.1).
However,overtheyears,varyingdefnitionsofreadinghaveappeared,someof
theminterpretingreadingasaskillandothershighlightingprocessingofthetext
byareader.Forinstance,readinghasbeenexplainedasutheabilitytoextractvisual
informationfromthepageandcomprehendthemeaningofthetext”[italicsinthe
original](Rayneretal.,2012,p.19),oruinformationprocessing:transformingprint
tospeech”(Coltheart,2005,p.6).Althoughseeminglyhelpful,suchreductionist
defnitionsofreadingfailtoaccountfortheintricatepathtoreadingcomprehension.
Grabe&Stoller(2013)specifyanumberofreasonswhyreductionistdefnitionsof
readingshouldbeavoided.Intheirviewsuchdefnitionsfailto:
•acknowledgethatreadersapproachtextsdifferentlydrivenbydifferentpur-
poses,witheachpurposerequiringdifferentstrategies;
•adequatelyrepresentthecomplicatednatureofreading,thenumberofcom-
ponentuskills,processes,andknowledge”;
•recognisetheimportanceofcognitionandtime-constraints;
•explaintheinfluenceofsecondlanguageprofciencyonreading;
•placereadinginasocialcontextandexplainwhytextscanbeapproachedin
differentwaysbyreaders(pp.3-4).
Thecurrentunderstandingofreadingcomprehensionrequiresthatweapproach
readingasaskilloracompetence(Chodkiewicz,2013b;Koda,2004)aswellasan
elaborateprocessingofaprintedtext(Alderson,2000;Grabe2009;Koda&Zehler,
2008;Wallace,1999).Thereseemstobeanagreementthatthereadingprocess
comprisesmanyinterrelatedsub-processes,someofwhicharemoresophisticated
andcomplexthanothers,witheachonefulfllinganimportantroleinreading
comprehension:
[R]eadingisacomplex,multifacetedpursuitrequiringthecontinuousdeployment
andintegrationofmultipleoperations.(Ź)adeptreadingisaconstellationof
interfacedcapabilities,rangingfrommechanicalmappingstomoresophisticated
conceptualmanipulations,suchasreasoningandinference.
(Koda,2004,p.227)
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