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Subvocalization, or silent speech, is the internal speech typically made when reading; it provides the sound of the word as it is read. [1] [2] This is a natural process when reading, and it helps the mind to access meanings to comprehend and remember what is read, potentially reducing cognitive load.
Reading comprehension and vocabulary are inextricably linked together. The ability to decode or identify and pronounce words is self-evidently important, but knowing what the words mean has a major and direct effect on knowing what any specific passage means while skimming a reading material.
If a reader can decode the words in a text accurately and understands the meaning of those words in context, they will be able to understand the text (i.e. reading comprehension). If a reader can decode the words accurately, but does not understand the meaning of the words in context, they will not have reading comprehension. (e.g.
Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing (where associating meaning with information strengthens the memory; see levels-of-processing effect), but by the relationship between how information is initially encoded and how it is later retrieved.
However, dyslexia does not seem to impair physical writing ability or dramatically impact fine motor skills and dysgraphia does not impact reading comprehension. [4] Methods for evaluating, managing and remedying dysgraphia are still evolving, [ 17 ] but there are three principal subtypes of dysgraphia that are recognized.
Advocates of speed reading claim it can be a bad habit that slows reading and comprehension, but some researchers say this is a fallacy since there is no actual speaking involved. Instead, it may help skilled readers to read since they are using the phonological code to understand words ( e.g. , the difference between PERmit and perMIT ).
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.
[26] [25] The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension.
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