Читать книгу The Science of Reading - Группа авторов - Страница 14

Charles Perfetti and Anne Helder

Like the flow of a stream, skilled reading is a mix of fast and slow currents. The rapid identification of words and their meanings co‐occur with almost‐as‐rapid meaning integration processes. Moving along simultaneously is a current of deeper, more contextualized comprehension and interpretation. Understanding how these overlapping currents work to produce skilled reading is one goal of a systems approach to reading.

In 1972, Philip Gough published a paper titled “One Second of Reading” (Gough, 1972). During this second, Gough’s estimations of various visual and coding processes implied that 9 words were read. This is the rapid current of ‘online’ reading observable by the tools of reading science, which have supported much of its progress. In what follows, we highlight advances in the study of skilled reading, from word identification to comprehension, emphasizing language and writing system influences, the convergence of brain and behavior data, with brief links to reading difficulties and learning to read.

We begin by replacing our metaphor of stream currents with a static representation of what reading science seeks to explain, drawing on the Reading Systems Framework (RSF) (Perfetti & Stafura, 2014). Although a dynamic model may capture the reality of reading as it happens, a component systems model allows us to describe this reality more clearly. The RSF, illustrated in Figure 1.1, organizes the knowledge sources (collectively, the knowledge systems) that drive both word identification and comprehension. The lexicon – knowledge about word forms and their meanings – is central in connecting these two systems. We apply the framework to examine research progress, describing three significant advances.

Figure 1.1 The Reading Systems Framework

(modified from Perfetti & Stafura, 2014)

consisting of word‐identification, comprehension, and knowledge systems, with a central role for the lexicon.