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Overview
Overview
- created in the 1970s
- Early days of model - used to explain how fluent readers decode and understand text with ease
- Late 1970s - Addressed repeated reading as a method for helping beginning readers learn to decode with automaticity
- Late 1980s - provided explanations regarding what happens when one develops automaticity with a skill
Three Memory Systems
Three Memory Systems
- Visual memory system
- holds visual representations of letters and features of letters, spelling groups, words, groups of words
- the sensory surface of the eye processors the features of words in print
- Phonological memory system
- holds phonological representations of spelling groups, words, groups of words
- input comes from visual memory, episodic memory (time, place, context), semantic memory feedback, articulatory responses, and acoustic features
- Semantic memory system
- holds meaning representations of words, word groups, sentences
- processing of individual word meanings
- written message comprehension
- automatic comprehension of familiar words
Attention
Attention
- External
- because this is observable, teachers are more likely to note it in regard to student learning
- Internal
- core of the model
- more difficult to describe because it is not observable
- Three characteristics
- alertness - the act of coming in contact with sources of information
- selectivity - the process of focusing one's attention on particular stimuli
- limited capacity - the limited amount of attention available for processing information
- Automaticity
- the ability of the brain to perform a task with limited attention
- familiarity of the subject may contribute to automaticity
- reading fluency develops when schemata is accessed quickly
- reading issues
- develop when schemata cannot be accessed quickly
- decoding requires too much attention
- Attention switching
- Decoding
- an internal component of attention
- to gain meaning from words, they must be decoded, then comprehended
- Comprehension
- the processing of meaning
- Beginning readers alternate between decoding and comprehension, focusing on one task at a time
- Proficient readers decode automatically, focusing on comprehension
- Decoding
Schema (add this information)
Memory (need this info -plays a large role)
References
References
Rumelhart, D.E. (2013). Toward an interactive model of reading. In D. E. Alvermann (Ed.), Theoretical models and processes of reading(6th ed., pp. 719-747). Newark, DE: International Reading Association.
Samuels, S.J. (2013). Toward a theory of automatic information processing in reading, revisited. In D. E. Alvermann (Ed.), Theoretical models and processes of reading(6th ed., pp. 698-718). Newark, DE: International Reading Association.
Unrau, N. J., & Alvermann, D. E. (2013). Literacies and their investigation through theories and models. In D. E. Alvermann (Ed.), Theoretical models and processes of reading(6th ed., pp. 47-90). Newark, DE: International Reading Association.
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