Developing Literacy in the Secondary Classroom by georgina barton gary woolley

Author:georgina barton, gary woolley
Language: eng
Format: epub
Published: 2018-08-24T00:00:00+00:00

The learner: levels of processing

The efficiency of information stored within one’s long-term memory is essentially determined by the depth of the initial processing (Craik and Lockhart, 1972). The depth of processing usually takes place at more than one level of cognition. At the surface level of comprehension reading is data driven and is concerned with the verbatim language (Currie and Cain, 2015). Reading at this level requires the reader to focus primarily on decoding by attending to the graphic and phonic features of the text itself. While engaging with printed or electronic texts the reader must not only decode written symbols but also identify the connections between words, phrases and sentences (Dinsmore and Alexander, 2012).

At a deeper level reading is conceptually driven; the reader must go beyond the decoding of the written symbols to build and integrate new meanings from the new text information in combination with the learner’s existing prior knowledge. The reader must also integrate local ideas as well as meanings at the paragraph and discourse levels. However, the information in the text is often incomplete and readers are expected to make inferences by filling in the missing information from their own prior knowledge.

Thus, reading comprehension involves a process that is data driven (print directed) while at the same time is conceptually driven (or directed by knowledge that the reader supplies) and requires students to attend to what they think the author intends to say, or what the text means to them (Woolley, 2011). At this deep level, comprehension may be differentiated into two processes: construction and integration of knowledge (Kintsch, 1998). Construction processes are mental processes that activate relevant knowledge from memory as well as information extracted from the text. Integration processes, on the other hand, integrate extracted concepts with information that has been extracted from long-term memory storage (Tiffin-Richards and Schroeder, 2015).

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