A Model of the Reading Process

Abstract

Descriptions of reading are very diverse. Many factors are demonstrated as influencing reading performance. Reading itself has more than one definition and anyone trying to understand what is involved must be bewildered. It appeared to me that it might be possible to construct a flexible model of reading, which would enable an inquirer to relate the various pieces of information about investigations, tests, emphases, materials and types of performer.A model is useful in that it can help us to understand the true object; it is no substitute for the true object. The springing suspension on a model car is not usually like that on a real car but we can get some insight into its function in the real car by understanding the model. Likewise, analogies are useful provided one remembers they are analogies. If someone understands, with respect to a car, the idea of fuel, burning, oxidisation and waste products they will have some basis for understanding the similar function in animals.I wish to propose a model plus an analogy which I feel could draw together many areas of description and emphasis. Assumptions: the modelThis model is based on the assumption that the written word is broadly speech encoded into visual symbols and that speech must be preceded by listening. (a) Listening and hearing (see figure I)In hearing there must be some input sound which the listener must first analyse (figure 11). Much is involved in analysis; LISTENING r-d+------+ -1 Gating Feed back Auditory Memory Auditory I I Fig 1 Meaning 0distinguishing a sound from its background, noting its duration and noting its range of frequencies for example.The second step is for the significant sounds to be stored or memorised for future reference, unwanted sounds being rejected or forgotten (figure Iz). This process OCCUTS in a child experiencing its first sounds, as well as in a skilled and experienced listening adult.Thirdly, the analysed and memorised sounds are related to meaning (figure 13).Thus, for example, I may be sitting at a station and there is a variety of sounds coming to my ear such as talking, distant cars and doors banging. Out of this background comes a particular sound, a sort of swish which is slightly behind me. I pick this sound out by attention, distinguish it from the background sounds and recognise it as the train I wish to catch, coming into the platform. Another example may be provided by a young baby who is in its cot. A variety of noises comes to its ears. It does not distinguish these as brothers and sisters playing, cars outside, wind hissing but one range of sounds out of all the others connects with meaning: its mother's voice. After not many days this noise above all else is remembered and connected with meaning.In short, certain sounds have meaning (no previous memory, no meaning). Notice how if we hear a sound for the first time it normally has no meaning. We remain puzzled until we either further analyse it, and can recognise it as an unusual example of an existing sound we know, or we relate it t o previously known s...