Component Processes Of Reading Research Articles

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.

Dough, tough, cough, rough: A “fast” fMRI localizer of component processes in reading

In the current study, we present a novel fMRI protocol in which words, pseudowords, and other word-like stimuli are passively presented in a rapid, sequential fashion. In this “fast” localizer paradigm, items are presented in groups of four; within sets, words are related in orthographic, phonological, and/or semantic properties. We tested this protocol with a group of skilled adult readers (N=18). Analyses uncovered key regions of the reading network that were sensitive to different component processes at the group level; namely, left fusiform gyrus as well as the pars opercularis subregion of inferior frontal gyrus were sensitive to lexicality; several regions including left precentral gyrus and left supramarginal gyrus were sensitive to spelling-sound consistency; the pars triangularis subregion of inferior frontal gyrus was sensitive to semantic similarity. Additionally, in a number of key brain regions, activation in response to semantically similar words was related to individual differences in reading comprehension outside the scanner. Importantly, these findings are in line with previous investigations of the reading network, yet data were obtained using much less imaging time than comparable paradigms currently available, especially relative to the number of indices of component processes obtained. This feature, combined with the relatively simple nature of the task, renders it appropriate for groups of subjects with a wide range of reading abilities, including children with impairments.

Component processes in reading: shared and unique variance in serial and isolated naming speed

Reading ability is comprised of several component processes. In particular, the connection between the visual and verbal systems has been demonstrated to play an important role in the reading process. The present study provides a review of the existing literature on the visual verbal connection as measured by two tasks, rapid serial naming and isolated (or discrete-trial) naming speed, as they relate to reading ability. For each identified study, a secondary data analysis was conducted using the provided correlations between serial naming, isolated naming, and reading. The same analysis was repeated for average population-level correlations among these constructs using meta-analytic weighting techniques. Results suggested that isolated naming acts as a suppressor variable in the relation of serial naming with reading, indicating that there exists at least one cognitive component of the serial naming task that is predictive of reading but is not shared with isolated naming speed. The effect has several implications for understanding the underlying cognitive components reading ability, which are discussed.

Literature Through Recall:

Literary studies and memory studies have in common that the main objects of their interest, literature and memory, may be broken down into heuristic triads: author/text/reader and encoding/storing/retrieval, respectively. The two triads may be compared historically and even blended metaphorically, the latter being a procedure present in most human discourses, including science (see Turner 2002; Lakoff and Johnson 2003). The metaphorical blend of memory with literature, where memorizing is the source domain and writing is the target domain, has been indirectly present in Western thought since Plato’s wax tablet (see Draaisma 2001), influencing the way memory is conceptualized and explained. The opposite blend, where writing is the source domain and memorizing is the target domain, would conceptualize the writer as the encoder of meaning that is stored in a text and later recalled by a reader.1 The second metaphor has not been used nearly as widely as the first one, and the most obvious reason for that would be that the metaphor applies fully only to the writer who remembers the text that he or she had written, which limits the usefulness of the metaphor. But the primacy of the author as the most privileged interpreter of the text has been disputed for a long time in literary theory, at least since Wimsatt and Beardsley (1998 [1954]) succinctly labeled the phenomenon “intentional fallacy.” Furthermore, different interpretations of any literary text make it a reconstructive effort towards meaning constructed by various readers (the common wisdom

Individual differences in skilled adult readers reveal dissociable patterns of neural activity associated with component processes of reading

We used fMRI to examine patterns of brain activity associated with component processes of visual word recognition and their relationships to individual differences in reading skill. We manipulated both the judgments adults made on written stimuli and the characteristics of the stimuli. Phonological processing led to activation in left inferior frontal and temporal regions whereas semantic processing was associated with bilateral middle frontal activation. Individual differences in reading subskills were reflected in differences in the degree to which cortical regions were engaged during reading. Variation in sight word reading efficiency was associated with degree of activation in visual cortex. Increased phonological decoding skill was associated with greater activation in left temporo-parietal cortex. Greater reading comprehension ability was associated with decreased activation in anterior cingulate and temporal regions. Notably, associations between reading ability and neural activation indicate that brain/behavior relationships among skilled readers differ from patterns associated with dyslexia and reading development.

Visual and Auditory Processing Impairments in Subtypes of Developmental Dyslexia: A Discussion

There has been a large body of research exploring sensory processing deficits in dyslexia, in both the visual and the auditory domains. Recently, there has also been evidence to suggest that dyslexia may be a heterogeneous disorder, with different patterns of dyslexia being identifiable. In this paper, we examine the relationship between these two bodies of research. First, we briefly review the evidence for sensory processing impairments in dyslexia, in both the visual and the auditory domains. Second, we consider how such deficits might affect the development of different component processes in reading and, therefore, be associated with different subtypes of dyslexia. Finally, we present some illustrative data, which points to the importance of considering different component processes of reading when investigating sensory processing deficits in dyslexia.

EEG correlates of cerebral engagement in reading tasks.

This study evaluated the utility of electroencephalographic (EEG) measures as indices of regional cerebral engagement activation during reading in neurologically intact adult volunteers. EEG was recorded from 16 scalp locations as participants performed four visual detection tasks designed to tap into increasingly more complex operations regularly involved in reading, namely visual-spatial, orthographic, phonological, and semantic. EEG records were quantified using power spectrum measures in four frequency bands (delta, theta, alpha, beta1, and beta2), in addition to a non-linear estimate of signal complexity (prediction error). Results showed that (1) changes in spectral power between pairs of reading tasks, and (2) regional variations in EEG measures for each task, were restricted to signals recorded over the left hemisphere. These findings are in agreement with knowledge regarding left hemisphere involvement in higher level component processes of reading.

Cerebral organization of component processes in reading.

The cerebral organization of word identification processes in reading was examined using functional magnetic resonance imaging (fMRI). Changes in fMRI signal intensities were measured in 38 subjects (19 males and 19 females) during visual (line judgement), orthographic (letter case judgement), phonological (nonword rhyme judgement) and semantic (semantic category judgement) tasks. A strategy of multiple subtractions was employed in order to validate relationships between structure and function. Orthographic processing made maximum demands on extrastriate sites, phonological processing on a number of frontal and temporal sites, and lexical-semantic processing was most strongly associated with middle and superior temporal sites. Significant sex differences in the cerebral organization of reading-related processes were also observed.

Research on component processes in reading: Reply to Danks.

Research on component processes in reading: Reply to Danks.

Research on component processes in reading: Reply to Danks.

Research on component processes in reading: Reply to Danks.

Component Processes in Reading and Spelling

Component Processes in Reading and Spelling

Cognitive skills in the reading process: a review

ABSTRACTSome current problems in reading, as viewed by cognitive psychology, are discussed around a summary of a symposium on Reading and Lexical Access held ac, part of the International Conference on Practical Aspects of Memory (Gruneberg, Morris arid Sykes, 1978).The analysis of component processes in reading, and the analysis of reading dynamics provide apparently opposing approaches to the study of reading, but they often lead to similar conclusions about reading behaviour and are seen here to be complementary approaches.Prompted by the discussion of phonological mediation in a number of the papers we are led to the conclusion that whereas phonological reading can be observed to be used on some occasions, it is not necessaryfor word recognition and reading. Three hypotheses of its use by skilled readers are suggested—for sequential attention control, for the generation of a working memory code, and for the resolution of ambiguity by prosodics. The beginning reader may have a further use in gaining a spoken representation, and therefore recognition, of new words.