Reading is the complex "cognitive process" of decoding symbols to build or decrease meaning (reading comprehension). Reading is a means of obtaining language, communication, and sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader shaped by the cultural and social knowledge, experience, attitudes, and community of previous readers. The reading process requires constant practice, development, and refinement. In addition, reading requires creativity and critical analysis. Literary consumers make business with each part, deliberately deviating from literal words to create a picture that makes sense to them in the strange places described by the text. Because reading is a complex process, it can not be controlled or limited to one or two interpretations. There is no concrete law in reading, but rather allows readers to escape to produce their own products introspectively. It promotes deep text exploration during interpretation. The reader uses various reading strategies to help decoding (to translate symbols into sounds or visual representations of speech) and comprehension. The reader can use contextual clues to identify the meaning of unknown words. The reader integrates the words they have read into the existing schema of knowledge or schemes.
Another type of reading is not a speech-based writing system, such as musical notation or pictogram. The general link is a symbol interpretation to extract meaning from visual notation or tactile signal (as in the case of Braille).
Video Reading (process)
Ikhtisar
Nowadays most of the reading is one of printed words of ink or toner on paper, such as in books, magazines, newspapers, leaflets, or notebooks, or from electronic displays, such as computer displays, televisions, cell phones or e-readers. Handwritten text can also be produced using a graphite pencil or a pen. Short text can be written or painted on an object.
Often the text relates to objects, such as addresses on envelopes, product info on packaging, or text on traffic or road alerts. A slogan can be painted on the wall. A text can also be produced by arranging stones of different colors on walls or roads. Short text like this is sometimes referred to as print environment.
Sometimes text or images are relieved, with or without the use of color contrast. Words or images can be carved in stone, wood, or metal; Instructions can be printed in relief on a home appliance housing housing, or a myriad of other examples.
The requirement for reading is a good contrast between the letter and the background (depending on the color of the letters and background, any pattern or image in the background, and lighting) and the appropriate font size. In the case of a computer screen, it is important to be able to see the entire line of text without scrolling.
The field of visual word recognition studies how people read individual words. The main technique in studying how individuals read text is eye tracking. It has been revealed that reading is done as a series of eye fixation with saccade between them. Humans also do not seem to be fixated on every word in a text, but instead stop at some words mentally as their eyes move. This is possible because human language indicates certain language regularity.
The process of recording information that will be read later is written. In the case of computer storage and microfiche there is a separate step to display the written text. For humans, reading is usually faster and easier than writing.
Reading is usually an individual activity, though sometimes someone will read it out for the benefit of other listeners. Reading aloud for self-use, for a better understanding, is a form of intrapersonal communication: in the early 1970s a dual-route hypothesis was proposed to read aloud, so there are two separate mental mechanisms, or cognitive routes, involved in the case, with the output of both mechanisms contributing to the pronunciation of the written stimulus.
Reading for young children is a suggested way to embed language and expression, and to promote textual understanding. Personalized books for children are recommended to increase engagement in reading by showing the child itself in the story.
Before the reintroduction of separate texts in the late Middle Ages, the ability to read silently was considered somewhat unusual.
Maps Reading (process)
Reading skills
Literacy is the ability to use symbols of the writing system. It is the ability to interpret what symbols the information represents, and to be able to recreate the same symbols so that others can derive the same meaning. Illiteracy is the inability to derive meaning from the symbols used in the writing system. Dyslexia refers to cognitive difficulties with reading and writing. It is defined as a type of brain-based learning disability that specifically undermines a person's ability to read. The term dyslexia can refer to two disorders: developmental dyslexia which is a learning disability; alexia (acquired dyslexia) refers to reading difficulties that occur after brain damage, stroke, or progressive disease.
The main predictors of the individual's ability to read alphabetic and non-morphetic scripts are phonological awareness, quick automatic naming and verbal IQ. Being taught to read at an early age (like five years) ultimately does not result in better reading skills, and if it replaces the more appropriate activities of its development, it can cause other dangers.
Reading rate
Reading speed takes a long time to reach adult levels. The table on the right shows how the reading rate varies with age, regardless of period (1965 to 2005) and language (English, French, German). The value of Taylor may be higher, in order to ignore the failing student in the comprehension test. The reading test by French psychologist Pierre Lefavrais ("L'alouette", published in 1967) was tested to read aloud, with punishment for mistakes, and could, therefore, not be greater than 150 wpm. According to Carver (1990), the reading speed of children increases throughout the school year. On average, ranging from grade 2 to college, reading rates increase 14 standard word lengths per minute each year (where one word standard length is defined as six characters in text, including punctuation and spaces). Note that data from Taylor (UK) and Landerl (Germany) are based on increasing texts of difficulty; other data were obtained when all age groups read the same text.
Reading rates include reading for memorization (less than 100 words per minute [wpm]); reading for study (100-200 wpm); reading for understanding (200-400 wpm); and skimming (400-700 wpm). Reading for understanding is the essence of daily reading of most people. Skimming is to process large amounts of text at a low level of understanding (below 50%).
Suggestions for choosing the right reading level include flexible reading, slowing down when the concept is presented with care and when the material is new, and increases when the material is familiar and the concepts are thin. Fast reading courses and books often encourage the reader to continue to accelerate; the comprehension test causes the reader to believe that his understanding continues to increase; However, in-reading competence requires knowing that skimming is harmful, as a default habit.
Scientific studies have shown that reading - defined here as capturing and decoding all words in every page - faster than 900 wpm is not feasible given the limits set by the anatomy of the eye.
Reading speed has been used as a measure in the study to determine the effect of intervention on human vision. A Cochrane Systematic Review uses reading speeds in words per minute as a primary outcome in comparing different reading aids for adults with low vision.
Skill development
Both lexical and sub-lexical cognitive processes contribute to how we learn to read.
Sub-lexical readings, involving the teaching of reading by associating character or group of characters with sound or by using phonics or synthetic phonics of learning and teaching methodology, sometimes argue to compete with the whole language method.
A lexical reading involves obtaining a word or phrase regardless of the character or group of characters composing it or by using language learning and overall teaching methodology. Sometimes debated to compete with synthetic phonics and phonics methods, and that the whole language approach tends to undermine how to learn to spell.
Other teaching and learning methods for reading have evolved, and become somewhat controversial.
Learning to read in a second language, especially in adulthood, may be a different process than learning to read a native language in childhood. There are many cases of young children learning to read without being taught. As with Truman Capote who reportedly learned to read and write at the age of five. There are also stories of people who learn to read by comparing road signs or Bible verses to speak. Novelist Nicholas Delbanco taught himself to read at the age of six during the transatlantic crossing by studying the book on boats.
Brain activity in younger and older children can be used to predict future reading skills. Cross model mapping between the orthographic and phonological areas of the brain is very important in reading. Thus, the amount of activation in the frontal left frontal gyrus is low while performing a reading task can be used to predict later reading abilities and progress. Young children with higher phonological word processing skills have better reading skills later on than older children who focus on the overall orthographic representation of words.
Reading method
Some tests combine several components at the same time. For example, the Nelson-Denny Reading Test scores the reader both at the speed with which they can read a section, as well as their ability to accurately answer questions about this passage. Recent research has questioned the validity of the Nelson-Denny Reading Test, particularly with regard to the identification of reading disabilities.
Cognitive benefits
Reading books and writing are brain-stimulating activities that are shown to slow cognitive decline in old age, with people participating in more mentally stimulating activities during their lifetimes have a slower rate of decline in memory and other mental capacities. Reading for pleasure has been associated with improved cognitive progress in vocabulary and mathematics during adolescence. In addition, the cognitive benefits of reading progress to middle age and elderly.
Effects
Exposure
Reading from paper and from multiple screens requires more lighting than many other activities. Therefore, the possibility of doing this comfortably in cafes, restaurants, buses, at bus stops or in parks varies greatly depending on the lighting and time available.
Reading from screens that produce their own light is less dependent on external light, except that this may be easier with less external light. To control what's on the screen (scrolling, turning pages, etc.), Touch screen or keyboard lighting reduces dependence on external light.
History
The history of reading begins with the discovery of writing during the 4th millennium BC. Although reading printed text is now an important way for the general population to access information, this is not always the case. With few exceptions, only a small percentage of the population in many countries was considered educated before the Industrial Revolution. Some pre-modern societies with generally high literacy levels include classical Athens and the Islamic Khilafah.
Scholars assume that reading aloud (Latin clare legere ) is a more common practice in ancient times, and read silently ( legere tacite or legere sibi ) is unusual. In his book Confessions , Saint Augustine commented on the unusual habit of Saint Ambrose reading in the heart of the fourth century.
During the Age of Enlightenment, elite people promote passive reading, rather than creative interpretation. Reading has no concrete law, but allows readers to break away to produce their own products introspectively, promoting deep text exploration during interpretation. Construction, or the creation of writing and producing products, is believed to be a sign of initiative and active participation in society, while consumption or reading, is seen as simply taking on what constructors are made. Also during this era, writing was considered superior to reading in society. Readers during this time are regarded as passive citizens, simply because they do not produce the product. Michel de Certeau argues that the elites of the Age of Enlightenment are responsible for this common belief. Michel de Certeau believes that reading is necessary to penetrate the land of the author, but to take what the reader wants in particular. Writing is seen as a superior art to read during this period, due to the hierarchical constraints of the era that began.
In 18th century Europe, the practice of reading just done in bed is for some time considered dangerous and immoral. When reading into less than oral, oral and over-personal, silent, and sleep-like practice is also more common in individual bedrooms than in communal sleeping areas, concerns are raised that reading in bed may pose various dangers, such as fires caused by candle by the bed. Modern critics argue, however, that these concerns are based on fears that readers - especially women - can escape from their family and communal obligations and break the moral boundaries by losing themselves in the private fantasy world of the available books.
Gallery
See also
- Dyslexia
- Double route hypothesis to read aloud
- Education software
- Phonics
- Basic education
- Proofreading
- Synthetic phonetic
References
Further reading
External links
Source of the article : Wikipedia
0 Comments