ERIC Number: ED155632
Record Type: RIE
Publication Date: 1976-May
Reference Count: 0
Word Recognition: Theoretical Issues and Instructional Hints.
Smith, Edward E.; Kleiman, Glenn M.
Research on adult readers' word recognition skills is used in this paper to develop a general information processing model of reading. Stages of the model include feature extraction, interpretation, lexical access, working memory, and integration. Of those stages, particular attention is given to the units of interpretation, speech recoding and the nature of lexical indices, and the possible influence of syntactic and semantic context clues on word recognition. Although some of the details about the mechanisms underlying those stages can be described, more research must be done on how skilled readers use context before the model can be applied to beginning reading instruction. Discussion following presentation of the paper is included. (RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, Univ. of Pittsburgh, Learning Research and Development Center, May 1976; For related documents, see CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399; Best copy available