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C
HAPTER
1.E
xPLAININGTHEFUNDAMENTALSOFREADINGABILITYANDITSDEVELOPMENT
Koda(2004)explainsthatreadinginvolvesthreemajorsetsofprocesses:(1)
recognizingprintedwords(decoding),(2)understandingtheliteralmeaningofthe
text,and(3)interpretingtheobtainedinformationthroughintegrationwithprior
knowledge(p.5).Alderson(2000)augmentsthelistofcognitiveactionsandadds
reflectinguponthetextandjudgingwhetheritisuseful,interesting,ordiffcult(p.3).
Anexampleofageneralframeworkthatseesreadingasanorchestraofboth
cognitiveandlinguisticprocessesistheReadingSystemsFrameworkbyPerfetti
(1999,citedbyStafura&Perfetti,2017),presentedinFigure1.1.Itisabroad
perspectiveonreadingwhichencapsulatesallthecomponentsubsystemsof
readingcomprehension,includingthewordidentifcationsystem.Here,theprocess
oftextcomprehensionisactivatedbythethreemainsourcesofknowledge:the
language,theorthography,andtheknowledgeoftheworld.Thesedifferenttypes
ofknowledgeareindispensableforthefunctioningofbothlower-levelprocesses,
i.e.wordrecognition(discussedinSection1.2.)andhigherlevelprocesses,i.e.
inferencing(see:Section1.3.).Withinthecognitivesystem,connectionsbetween
theperceptualsystemandthelongtermmemorysystemensurethattheprocessing
ofthecontextualdatacantakeplace.
Figure1010TheReadingSystemsFrameworkbyPerfetti(1999,basedonStafura&Perfetti,
2017,p.11).
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