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Reading is an area that has been extensively studied via the computational model system. The dual-route cascaded model (DRC) was developed to understand the dual-route to reading in humans. [14] Some commonalities between human reading and the DRC model are: [5] Frequently occurring words are read aloud faster than non-frequently occurring words.
Two Girls Reading by Pierre-Auguste Renoir. Reader-response criticism is a school of literary theory that focuses on the reader (or "audience") and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author, content, or form of the work.
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars".
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Critical reading is a form of language analysis that does not take the given text at face value, but involves a deeper examination of the claims put forth as well as the supporting points and possible counterarguments.
Eve Kosofky Sedgwick built on Ricœur's theory to develop her ideas around "paranoid reading" and "reparative reading." [ 13 ] Sedgwick called on critics to abandon the "dramas of exposure" that so often motivate textual interpretation, and instead emphasize the various beneficial roles that texts can play within particular readers' lives. [ 14 ]
Since the early days of cultural studies-oriented interest in processes of audience meaning-making, the scholarly discussion about "readings" has leaned on two sets of polar opposites that have been invoked to explain the differences between the meaning supposedly encoded into and now residing in the media text and the meanings actualized by audiences from that text.