Automatic Processing in Reading Toward a Theory of Automatic Information Processing in Reading, Revisited by S. J. Samuels Presented by: Michele Farah & Marsha Malone

Automatic Processing in Reading Attention decoding & comprehension InternalExternal alertness selectivity limited capacity learning & comprehension

Automatic Processing in Reading AUTOMATICITY “THE CRITICAL TEST OF AUTOMATICITY IS THAT THE TASK, WHICH AT THE BEGINNING STAGE OF LEARNING COULD ONLY BE PERFORMED BY ITSELF, CAN NOW BE PERFORMED ALONG WITH ONE OR MORE OTHER TASKS.” WHAT ALLOWS THIS TRANSFORMATION FROM BEGINNER TO EXPERT?

Automatic Processing in Reading ATTENTION & READING

Automatic Processing in Reading The LaBerge-Samuels Model Visual Memory Phonological Memory Episodic Memory Semantic Memory HierachicalHierarchical Time Place Context Individual word meanings Features Letters Words Phrases Features Phonemes Syllables Words “WH” words Who What When Where Comprehension of written message Accurate vs. Automatic

Automatic Processing in Reading Automaticity and Comprehension & Schema Theory Relate information in text through schema Speed with which we access knowledge stored in schema relates to reading fluency, “speed of lexical access” Significant correlation between speed of naming and reading achievement Lexical access and prior knowledge of subject can compensate somewhat for poor decoding skills

Automatic Processing in Reading IMPLICATIONS Problem Helps diagnose reading problems (decoding requires so much attention that it interferes with comprehension Remedy Repeated readings Easier texts Move from accurate reading to automatic reading (easy, interesting, meaningful material

Automatic Processing in Reading implications Problem Helps diagnose reading problems (decoding words requires little attention, leaving attention to wander to matters irrelevant to text) Remedy Explain it is not a memory deficit, simply a matter of lack of attention to text Teach to self-test

Automatic Processing in Reading Criticism Logan & Stanovich (1988a,b & 1990)  Automaticity as a memory phenomenon Anderson (1982)  3 Phases to learning a skill -Declarative -Compilation -Procedural