Connecting Word with World: Reading as an Act of Cognitive Exploration

Authors

  • Sushama. S. Jacob Researcher (Part time), Bharathiar University, Tamil Nadu, India
  • Dr. P. Bhaskaran Nair Professor of English (Rtd.), Bharathiar University, Tamil Nadu, India

Abstract

In spite of the many methodologies tried out in the last two centuries in India, the teaching-learning of English is still heavily dependent on reading. The main reason may be attributed to the fact that all subjects including science and technology have their mainstay in reading both in classrooms and at home. Even then, adequate attention has not been paid to reading instruction at the primary and secondary levels; as a result, when the learners reach the tertiary level where they are supposed to work on their own by reading and referring to books and journals, most of them end up as miserable failures just because of their poor and inadequate reading habits. While teachers focus only on the final outcome, tests and examinations solely depend on the learner’s net result of reading which is expected to get reflected in writing. A serious attempt to follow the reader in his course of reading may reveal the myriads of complexities which the act of reading passes through. This paper is just an attempt of making teachers of English aware of the fact that a learner’s success or failure in his academic pursuit is almost determined by his reading efficiency. Therefore this paper outlines the intricate cognitive processes involved in reading a second language.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Adams JW, Snowling MJ. Executive function and reading impairments in children reported by their teachers as hyperactive.British Journal of Developmental Psychology. 2001, 19.293-306, doi: 10.1348/026151001166083 [cross Ref]
Anderson, Richard C. (1985). Role of reader’s Schema in comprehension, learning and memory in Signer and Ruddell, Theoretical Model and Process of Reading, pp – 372-84.
Anthony JL, Francis D. Development of Phonological awareness. Current Directions in Psychological Science. (2005) 255-259 doi:10. 1111/j- 0963-7214. 2005. 00376. X. [Cross Ref]
Carrell.P.L (1989) Metacognitive awareness and second language reading. Modern Language Journal 73(2), 121 – 34
Carson J, Carrell, P., Silberstein, S., Kroll, B., &Kushn, P. (1990). Reading – writing relationship in first and second language. TESOL Quarterly 24(2), 245-66
De Chant, V. and smith (1977). Understanding and Teaching Reading : an interactive Model, New Jersey Lawrence Erlbaum Associates, Inc;
Decerteav, Michel.(1984) “Reading as Poaching”. The practice of Everyday life.Trans. Steven F Randall. Berkeley: University of California Press, 165-176.doi:101212 / @NL 010013e 318 29 C5e8a.
Hunziker, Hans–Werner (2006). In the eye of the reader: foveal and peripheral perception – from letter recognition to the joy of reading.Trans media Zurich isbn 978-3-7266-0068-6
Koren, Marina (July23, 2013), “being a life log Bookworm. May Keep you Sharp in Old Age”. Smithsonian.Archieved from the original on July 5, 2013. Retrieved July 5, 2013, which cites Wilson, Roberts; etal. (July 3, 2013), “Life-span cognitive activity, neuropathologic burden, and cognitive ageing.Neurology.81(4): 314 -321 Doi: 10.1212/WNL010013e31829c5e8a .PMC 3772831.PMID 23825173
Lesgold, A.M, Perfetti, C.A (1981). Interactive process in reading where do we stand? In A.M Lesgold& C.A perfetti (eds), interactive process in reading (P P, 387-407) Hills dale,
PMC 3772831. PMID 23825173.
Purvisk, Tannock R.T.(2000) Phonological processing, not inhibitory control, differentiates ADHD and reading disorders. J.AmAcad child.Adolesc Psychiatry. 39-485-494. doi:10.1097/00004583 200004000-00018 [Pub Med] [Cross Ref]
Rumelhart, D.E. (1977). Toward an interactive model of reading. In S. Dornic (Ed), Attention and performance, VI (PP.575 – 603) Hills dale, NJ :Lawarence Erlbaum.
Schuetts, Heywood CA, Kentridge R.W, Zihlj.(2008) The significance of visual information processing in reading. Insight from hemianopic dyslexia.Neuropsychologia 2008:46:2441-2458. doi:10.1016/j. neuropsychologia.04.016 [PubMed] [Cross Ref]
Seigneuric A, Ehrlich M. (2005) Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and writing. An inter disciplinary Journal. 18:617-656. doi:10.1007 / 511145 – 005 – 2038 -0 [Cross Ref]
Shih, M. (1992). Beyond comprehension exercises in the ESL academic reading class – TESOL Quarterly 26(2), 289-318
Swanson. H.L Trainin G, Necoechea DM, Hamil.D.D(2005) Rapid naming, phonological awareness and reading: A meta-analysis of correlation evidence. Review of Educational Research. 2003; 73:407-490 doi : 10. 3102/ 00346543073004407 [Cross Ref]
Thompson & Wyatt, (1952).Teaching of English in India Vol.8.Pg8 Madras Oxford University press
West Michael (1926) .Bilingualism with special referenceto Bengal(Bureau of education, India, occasional Report No:13.Culcutta.Government of India Central Publication Branch)achievement Unpublished Doctoral Dessertation, University of Patiala.
William, Gray and BerniceRogess, (1956).Maturity in reading P.8 Chgicago: The University of Chicago Press.

Downloads

Published

2020-07-27