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Psychology of Reading
Presented by: Brent Daigle, Ph.D.
E.B. Huey (1908)
“ . . .to completely analyze what we do when we read would almost be the acme of a psychologist’s achievements, for it would be to describe very many of the most intricate workings of the human mind . . .”
Presented by: Brent Daigle, Ph.D.
Trends
Behaviorism
Cognitive Psychology
Presented by: Brent Daigle, Ph.D.
Approaches
Stimulus-DrivenText Driven
Bottom up approach to reading
Early Bottom-Up Model of ReadingA
P + A + T PAT
Presented by: Brent Daigle, Ph.D.
LaBerge & Samuels Study
*Research carried out in 1972 –
demonstrated that we do not read
bottom up exclusively. Words with
1 , 4 or + letters generally take
the same amount of time to read !!
We do not read letter by letter, building up words from individual letters
Presented by: Brent Daigle, Ph.D.
results?
word superiority effect
Some words with more letters
may be read faster than words
with fewer letters
Presented by: Brent Daigle, Ph.D.
Top-downModelMiscue- analysis of readers’ errors as they read aloud
I walked up the sidewalk, across the porch, and
knocked on the door of the house.
Goodman noted that when they misread a
word, good readers are more likely than
poor readers to substitute a word that
makes sense in the sentence context
homehorsehow
Top-downModelSemantic priming effects
chairLess fluent when
read alone. More
easily recognized
when read after the
word “table”
Presented by: Brent Daigle, Ph.D.
Top-downModelSemantic priming effects
chair
At the head of the table was a beautiful
chair.
Less fluent when
read alone. More
easily recognized
when read after the
word “table”
Presented by: Brent Daigle, Ph.D.
Top-downModelSemantic priming effects
doctorLess fluent when
read alone. More
easily recognized
when read after the
word “nurse”
Presented by: Brent Daigle, Ph.D.
Top-downModelSemantic priming effects
doctor
The hospital administration, nursing
staff, and doctors were professional and
knowledgeable.
Less fluent when
read alone. More
easily recognized
when read after the
word “nurse”
Top-downModelPrior knowledge effects
When Daku, Kazimir, and Yannickarrived, Tiffany was sitting in her living room writing some notes.
Top-downModelPrior knowledge effects
When Daku, Kazimir, and Yannickarrived, Tiffany was sitting in her living room writing some notes.
InteractiveModelNot a compromise between bottom up or top-down approach to reading – a little of both
The text on the page
Context from previous text
Prior knowledge
Reading goals
Reading is…
Presented by: Brent Daigle, Ph.D.
InteractiveModelWhere does all of this stuff go?
Long Term Memory
LettersWords
Word meaningsMemory for general story structures
Memory for a specific textPrior knowledge of the topic
InteractiveModelWhere does all of this stuff go?
LTM
attention
Automaticity
Interactive model & automaticity
John Stroop
Interactive model & automaticity
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Presented by: Brent Daigle, Ph.D.
Interactive model & automaticity
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Presented by: Brent Daigle, Ph.D.
reading instruction
Reading furnishes the mindonly with materials ofknowledge; it is thinkingthat makes what we readours.
--John Locke
student grouping
Peer tutoring
Cross-age tutoringSmall learning groups
Combined group formats
Presented by: Brent Daigle, Ph.D.
English language learnerAssess need
empathize
Sense of belonging
Assign buddy
Teach keywords
Read/reread aloud
Opportunities for success
Keep track of language process
Value bilingualism
Encourage family involvement
Foster appreciation of cultural diversity
Students with learning disabilities
Teach vocabulary word before you start reading
Preview the contentRead passage aloud
High interest reading material
Focus strategies Short passages or breaks
Physical limitations?
Presented by: Brent Daigle, Ph.D.
Reading is to the mind what exercise is to the body.
Sir richard steele
Presented by: Brent Daigle, Ph.D.
Presented by: Brent Daigle, Ph.D.
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