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HEDEVELOPMENTOFWORDRECOGNITIONINREADINGINLOWERPRIMARYPOLISHLEARNERSOFENGLISH
media(i.e.newspaper,novelorcomputerscreen),thecontent(i.e.poetry,maps,
oracademicarticles),textstructureandform(i.e.narrative,graphs)asadditional
factorsinreading(pp.26-27).
Itneedstobeemphasisedthatadiversityofviewsonreadingandresearch
perspectiveshaveemergedduetothefactthatreadingandreadingprocesseshave
beenexaminedbyscholarsrepresentingdifferentfeldsofstudy(Kucer,2005).
Expertsinthefeldofpsycholinguistics,forinstance,investigatelanguageand
textualpropertiesinreadingonthebasisoftheassumptionthatitisknowledgeof
thelanguagethatservesasmeansofconveyingmeaning,andthatmeaningcanbe
reachedmainlybypayingattentiontosyntactic,semantic,andgrapho-phonemic
cues(e.g.Carrasquillo,Kucer,&Abrams,2004,p.20).Cognitivepsychology
researchersaimatanalyzingandunderstandingmentalprocessesthatoccurin
ahumanmindduringareadingactsuchasdecoding,text-informationbuilding,
andsituation-modelconstruction(e.g.Field,2004,p.62;Koda,2004,p.4;Rayner
etal.,2012,p.1).Socioculturalists,ontheotherhand,viewreadingasaprocess
drivenbyone’sneedtobepartofthesociety,wherethereader’ssocialidentity
andthesocialcontextplayavitalrole.Infact,ignoringthesocio-culturalcontext
withinwhichlearningtoreadandreadingitselftakeplacehasbeenfoundtobe
quitecontroversial(Hedgcock&Ferris,2009,p.16).Finally,developmental
psychologistsexaminereadingfromthepointofviewofdevelopmentalchanges
thatreadersgothroughwhenadvancingtheirreadingorreadingstrategies(Kucer,
2005,p.3).AsKucer&Silva(2006)putit,u[p]otentially,developmentneverends,
andindividualsmayencounterliteracyeventsthatinvolveusingliteracyinnewand
novelways”(p.6).Allthesedimensions:linguistic,cognitive,socioculturaland
developmentalseemtobeintegratedinareadingevent(Kucer&Silva,2006).
101020READINGASACOMbINATIONOFMENTALPROCESSES
Cognitiveprocessesthatareactivatedwhenreadingcanbedividedintotwo
categories:lower-levelprocesses,thatiswordrecognitionandsyntacticparsing,
semanticpropositionformationandworkingmemory(asthesystem,wherethe
cognitiveprocessesarecarriedout),andhigher-levelprocesses(textmodel
formation,situation-modelbuilding,inferencing,executivecontrolprocessing,
andstrategicprocessing)(Grabe,2009;Grabe&Stoller,2002).Hudson’s
(2007)defnitionofreadingreferstoreaderpurposes,typesoftexts,readers’
knowledgeandabilities.Amongthevariablesinfluencingreadingsuccessthe
authorenumerates:u(1)graphemerecognition,(2)phonologicalrepresentation,(3)
syntacticstructure,(4)backgroundknowledge,(5)processingstrategies,(6)text
structureunderstanding,(7)vocabularyandbackgroundknowledge,and(8)the
contextofthereadingact”(p.25).
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