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The reading process and learning to read.

¹School of Education, University of California, Berkeley 94720.

Journal of the American Optometric Association

|November 1, 1987

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This study describes two reading process models and their connection to learning to read, reading instruction, and addressing reading difficulties. Understanding these models aids in effective reading education and intervention strategies.

Area of Science:

Cognitive Psychology
Educational Psychology
Linguistics

Background:

Reading is a complex cognitive process crucial for academic success.
Existing models of reading offer different perspectives on its underlying mechanisms.
Effective reading instruction and intervention rely on a solid understanding of how reading works.

Purpose of the Study:

To present and compare two distinct models of the reading process.
To elucidate the relationship between these models and the acquisition of reading skills.
To explore the implications of these models for reading instruction and the diagnosis/treatment of reading disorders.

Main Methods:

Conceptual analysis and synthesis of existing literature on reading models.
Comparative examination of two prominent theoretical frameworks for reading.

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Discussion of the practical applications of these models in educational and clinical settings.

Main Results:

Detailed descriptions of two models of the reading process are provided.
The theoretical underpinnings of each model are analyzed in relation to reading acquisition.
Connections are drawn between the models and current practices in reading instruction and intervention.

Conclusions:

The described models offer valuable frameworks for understanding reading.
These models have direct implications for improving learning to read and reading instruction.
Applying insights from these models can enhance the identification and treatment of reading problems.