Abstract
Abstract One relatively recent description of the reading process has been offered in terms of a psycholinguistic model of reading (Smith, 1973; Goodman, 1967). The origins of the psycholinguistic approach to reading can be traced back to much earlier attempts to explain the nature of the relationship between the primary communication process, namely speech, and the cognitive processes of the mind. The present article reviews the literature of the research done in cognitive psychology and linguistics as it relates to the newer field of psycholinguistics. The thesis is developed that advances in various separate fields have finally been synthesized with their application to classroom instruction in the literacy skills of reading and writing. University researchers and classroom teachers need to be aware of developments in cognitive psychology and linguistics as these fields relate to both the theoretical and practical discussions regarding reading processes and instructional approaches.
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