Book contents
- Reading in a Second Language
- The Cambridge Applied Linguistics Series
- Reading in a Second Language
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Preface
- Part I Foundations of Reading
- 1 The Nature of Reading: Defining Reading
- 2 How Reading Works: The Building Blocks of Fluency and Comprehension
- 3 How Reading Works: Comprehension Processes
- 4 Cognitive Issues in Reading
- 5 Neurocognitive Processing and Reading Ability
- 6 Explaining Reading Comprehension: Models of Reading
- Part II Patterns of Variation in Reading
- Part III Developing Reading Comprehension Abilities
- Part IV Expanding Reading Comprehension Skills
- Part V Applications of Reading Research: Instruction and Assessment
- References
- Author Index
- Subject Index
4 - Cognitive Issues in Reading
from Part I - Foundations of Reading
Published online by Cambridge University Press: 01 September 2022
- Reading in a Second Language
- The Cambridge Applied Linguistics Series
- Reading in a Second Language
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Preface
- Part I Foundations of Reading
- 1 The Nature of Reading: Defining Reading
- 2 How Reading Works: The Building Blocks of Fluency and Comprehension
- 3 How Reading Works: Comprehension Processes
- 4 Cognitive Issues in Reading
- 5 Neurocognitive Processing and Reading Ability
- 6 Explaining Reading Comprehension: Models of Reading
- Part II Patterns of Variation in Reading
- Part III Developing Reading Comprehension Abilities
- Part IV Expanding Reading Comprehension Skills
- Part V Applications of Reading Research: Instruction and Assessment
- References
- Author Index
- Subject Index
Summary
Chapter 4: Cognitive Issues in Reading. Underlying cognitive skills that support reading include the following: Implicit and explicit learning, frequency of experience with language, automaticity, statistical knowledge and statistical learning, associative learning and emergence (analogy), real-time processing skills (inhibition control, eager processing, predictive processing), speed of processing, the use of background knowledge, conceptualization and categorization, motivation and engagement, and contextual processing. Underlying cognitive skills are the keys to language learning and reading development. Specific concepts addressed include now-or-never processing, chunk-and-pass processing, connectionism, Rapid Automatic Naming (RAN), long-term memory and background knowledge, the several roles of context effects on reading, and semantic priming. The chapter concludes with implications for instruction.
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- Reading in a Second LanguageMoving from Theory to Practice, pp. 84 - 109Publisher: Cambridge University PressPrint publication year: 2022