The Process of Mature Reading Made Manifest
Keywords:
reading process, psycholinguistics, reading comprehension, teacher educationAbstract
This article raises the problem of affective acceptance by teachers and student teachers of psycholinguistic formulations that appear to run counter to intuitive notions of the reading process. A series of psycholinguistic formulations that may be readily operationalized via a number of modified reading experiences is presented. Examples demonstrate the use by the reader of multiple sources of information and the tentative nature of the information processing. Intimations for the application of psycholinguistic formulations to the practical teaching of reading are suggested.
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