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Critical review of reading models models and theories in first and second languages
... The visual memory system, the phonological memory system, and the semantic memory system are the representations of data for input. The visual memory system registers strings of letters and words into spelling pattern codes, the phonological memory system registers phonological representations of letters and words, while the semantic memory system links their semantic representations at word and sentence level (LaBerge & Samuels, 1974;Zainal, 2003). However, the critics of this model state that it does not allow for the effect of syntax on memory, reduces the importance of meaning for comprehension, and interprets reading as being a linear and unidirectional process (Bernardt, 1991;Hassan, 1999;Zainal, 2003). ...
... The visual memory system registers strings of letters and words into spelling pattern codes, the phonological memory system registers phonological representations of letters and words, while the semantic memory system links their semantic representations at word and sentence level (LaBerge & Samuels, 1974;Zainal, 2003). However, the critics of this model state that it does not allow for the effect of syntax on memory, reduces the importance of meaning for comprehension, and interprets reading as being a linear and unidirectional process (Bernardt, 1991;Hassan, 1999;Zainal, 2003). ...
... Interactive models of reading later developed took into account initial encoding processes in which letters and words are registered, as well as characters and spaces, to ensure where to look next for meaning-making (Zainal, 2003). This was followed by lexical access for developing rules to create auditory codes which are applied, and it then continued to the inner speech system for comprehension processes (Zainal, 2003). ...
A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children’s early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < .00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < .00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < .00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.
... Os estudos sobre leitura possuem uma marcada tradição na literatura (CARRELL, 1990;CHARTIER, 1997;LEFFA, 1999LEFFA, , 2016GRABE, 1991;KLEIMAN, 2004;MARTINS, 2017;PIETRARÓIA, 1997;SOLÉ, 2012;ZAINAL, 2003), consistindo em objeto de análise de diversas áreas do conhecimento, entre elas, a da Linguística Aplicada ( ...
A língua espanhola é uma das línguas mais faladas e estudadas do mundo (INSTITUTO CERVANTES, 2014). Entretanto, no Brasil, a revogação da lei 11.161/2005 de obrigatoriedade do ensino de espanhol pressupõe novos desafios para os interessados no ensino, na aprendizagem e na pesquisa dessa língua, já que, este novo cenário implica numa redução do interesse dentro do contexto educacional brasileiro. Desse modo, esse livro reúne trabalhos de pesquisadores brasileiros no que tange o ensino de espanhol como língua adicional nas mais variadas áreas (literatura, léxico, fonética, etc.). Assim, proporcionando o conhecimento e a aproximação entre pesquisadores e pesquisas de diferentes regiões do nosso país.
... Bu yaklaĢıma göre okuma sürecinde okuyucu sadece harfleri, kelimeleri, kelime gruplarını ve cümleleri çözerek metni anlamlandırır. Okuyucunun anlama ulaĢabilmesi için her kelimenin, hecenin ve sesin tanınması gereklidir (Zainal, 2003). Bu yaklaĢım çerçevesinde Gough (1972) ile LaBerge ve Samuels'in (1974) geliĢtirdiği iki okuma modeli öne çıkmaktadır (Uyar, 2015: 27 (Goodman, 1967). ...
The objective of this study is to investigate the relationships of factors that affect
reading comprehension of seventh-grade students as prior knowledge level, vocabulary
knowledge level, intrinsic reading motivation and reading strategies both among each
other and with success in comprehension of expository texts. The study also aimed to
investigate the differences seen in success in comprehension of expository texts based
on some demographic variables.
The sample of the study was selected from among seventh-grade students who
were receiving education in the districts of Battalgazi and YeĢilyurt in the province of
Malatya in Turkey during the academic year of 2016-2017. The sample consisted of 538
students at 8 different middle schools which were determined by simple random
sampling.
In the scope of the study, the data collection tools were the “Reading
Comprehension Success Test for Expository Texts,” “Prior Knowledge Success Test for
Informative Tests,” “Vocabulary Success Test” and “Intrinsic Reading Motivation
Questionnaire” which were developed by the researcher, a “Personal Information Form”
and the “Metacognitive Awareness Inventory of Reading Strategies” which was
developed by Karatay (2010). The analysis of the data involved t-test, one-way analysis
of variance (ANOVA), Pearson correlation analysis and path analysis. The analyses
were carried out by using the SPSS 21 and AMOS 23 statistics software.
According to the results of the path analysis in this study, vocabulary knowledge
(β=.54; p<.01), prior knowledge (β=.245; p<.01) and intrinsic reading motivation
(β=.06; p<.05) variables affected success in reading comprehension in expository texts
directly and positively. On the other hand, reading strategies contributed to the success
levels of reading comprehension in expository texts indirectly through vocabulary
knowledge. Intrinsic reading motivation, prior knowledge, vocabulary knowledge and
reading strategies variables explained approximately 55% of the variance in success
levels of reading comprehension in expository texts.
vii
The variables of gender (η²=,035), status of having received preschool education
(η²=,035), frequency of reading books (η²= ,027) and number of books read in the last
year (η²=,053) had a small effect on success levels of reading comprehension in
expository texts. On the other hand, mother’s educational level (η²=,072), father
educational level (η²=,083), father’s occupation (η²=,074) and number of books at home
(η²=,106) had a medium-level effect, while grade point average (η²=,421) had a large
effect.
... Top Down Reading Approach The Top-Down Reading approach is a model of reading introduced by Goodman and Smith in the late 60's. According to Goodman (1968), readers will try to predict the textual content of the text to understand the contents of the text based on the existing knowledge and vocabulary they possess (Zaidah Zainal, 2003). Children master the reading comprehension through a top-down process where they need to get an overview of the text and not necessarily they need to understand the meaning of the whole word in the text. ...
Este artigo tem como objetivo apresentar os resultados da análise dos significados representacionais de leitura e de leitor competente atribuídos por estudantes brasileiros do Ensino Médio, de uma instituição federal de Educação Básica. Metodologicamente, trata-se de uma pesquisa de natureza qualitativa interpretativista (CHIZZOTTI, 2006; MOITA LOPES, 1994), na modalidade estudo de caso (STAKE, 1994) de base etnográfica virtual (SANTOS; GOMES, 2013), cujos dados foram gerados com o apoio de questionários (MARCONI; LAKATOS, 1999), narrativas verbais escritas (CLANDININ, 2006; PAIVA, 2008, 2019) e entrevistas abertas audiogravadas (COHEN; MANION; MORRISON, 2005; ROSA; ARNOLDI, 2006). A sua triangulação (FLICK, 2009) se deu à luz do arcabouço teórico caracterizado pela interface entre a perspectiva enunciativa de Benveniste (1989, 1995) e categorias de análise do sistema da Transitividade, sob a ótica da linguística sistêmico-funcional de Halliday (1994, 1999) e Halliday e Mathiessen (1999, 2014). Os resultados sinalizam a emergência de três grupos de significados representacionais referentes a ambos os construtos investigados, delineados, sobretudo, por sua natureza ascendente, apresentando tangenciamentos relacionados com os modelos descendente e interacional de processamento do texto, de acordo com os atributos paradigmáticos elencados pela literatura especializada consultada. À luz da articulação entre as diretrizes para as práticas escolares propostas para o eixo da leitura pela Base Nacional Comum Curricular para o Ensino Médio (BRASIL, 2018), a investigação aponta, ainda, a necessária atenção cuidadosa que o docente de línguas deve ter diante da complexa formação leitora dos estudantes, visto encontrar-se marcada por interações entre processos propulsores e inibidores que influenciam o seu desenvolvimento.
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