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ERIC Number: ED046639
Record Type: RIE
Publication Date: 1970-Dec
Pages: 13
Abstractor: N/A
Reference Count: 0
Specific Cognitive Factors in the Reading Process.
Downing, John
Based on the idea that mastery of reading is a complex problem to be solved by a child, the author discusses the learning-to-read process as a series of discoveries of solutions to subproblems, all of which are then ordered into a total system. As a child's attempted solutions approximate more closely the reality of each aspect of the reading process, as he gains in understanding of the nature of the task, he achieves more cognitive clarity. This cognitive clarity is correlated highly with reading success, while its opposite, cognitive confusion, can be regarded as a symptom of reading failure. Pertinent evidence from studies of reading disability and from studies which relate reading achievement to various intellectual abilities are cited in support of the author's theory. He concludes that understanding of differences between spoken and written forms, knowledge of letter-sound correspondences, and ability to categorize words contribute to cognitive clarity, while auditory and visual discrimination and letter-name knowledge do not. A summary list of findings from studies which explore factors related to the proposed cognitive clarity theory of reading concludes the presentation. References are included. (MS)
Twentieth Yearbook of the National Reading Conference, Inc., Marquette University, 1217 W. Wisconsin Ave., Milwaukee, Wis. 53233
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Reading Conference, St. Petersburg, Fla., Dec. 3-5, 1970