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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Reading different types of texts requires the use of different reading strategies and approaches. Making reading an active, observable process can be very beneficial to struggling readers. A good reader interacts with the text in order to develop an understanding of the information before them.
As a result, the brain adapts to the challenge of reading. The process of reading involves most of the brain, especially an interconnection between visual areas and language areas; but also neural systems related to action, emotion, decision-making, and memory. [2] [3] The science of reading (SOR) is the discipline that studies reading. [4]
The lexical route is the process whereby skilled readers can recognize known words by sight alone, through a "dictionary" lookup procedure. [1] [4] According to this model, every word a reader has learned is represented in a mental database of words and their pronunciations that resembles a dictionary, or internal lexicon.
Word recognition is a manner of reading based upon the immediate perception of what word a familiar grouping of letters represents. This process exists in opposition to phonetics and word analysis, as a different method of recognizing and verbalizing visual language (i.e. reading). [8] Word recognition functions primarily on automaticity.
Subvocalization, or silent speech, is the internal speech typically made when reading; it provides the sound of the word as it is read. [1] [2] This is a natural process when reading, and it helps the mind to access meanings to comprehend and remember what is read, potentially reducing cognitive load.
Instead Downing conjectured the process of learning to read purely used general intellectual abilities, so an understanding of cognition can be used to explain how children learn to read. In the theory, Downing included a model of the cognitive processes for a child attempting to attain literacy, which showed how reading success or failure ...
If a reader can decode the words in a text accurately and understands the meaning of those words in context, they will be able to understand the text (i.e. reading comprehension). If a reader can decode the words accurately, but does not understand the meaning of the words in context, they will not have reading comprehension. (e.g.