Out of Her Mind -- Musings on Education and Life

Teacher Bobbi In this course, the Psychological Processes of Reading, many of my notions of what the brain does while it reads were solidified. Prior to this course, I had studied several theories of reading, but this course helped me to synthesize those, to understand their historical development, and to see that several reading theories, although partially disproven, still hold value to the researcher and the reading teacher. Furthermore, I began to understand reading comprehension with more depth. As any serious student of reading knows, there are two important reading theories regarding attention and automaticity. LaBerge and Samuels (1994;1974) first posited that reading is like playing a musical instrument or a sport: that you overlearn the lower processes (like reading the music or memorizing the plays) so that the brain will be able to focus on the more difficult aspects of the activity (playing the music or executing the play). In reading, Automaticity Theory explains t

. "The Development of Verbal Efficiency, Metacognitive Strategies, and Their Interplay" ( Walczyk , 1994) uses Perfetti's (1985) Verbal Efficiency Theory as the lens with which to view the construct of comprehension.  The following is a response to a couple of questions raised by Dr. Omer Ari in regards to this article. 1. On page 182, Walczyk discusses “compensatory mechanisms” and the conditions under which they may be used. What does he mean by “compensatory mechanisms”? Compensatory mechanisms are the comprehension strategies students might use to repair comprehension.  These strategies require that the reader be metacognitive .  Once a breakdown in reading comprehension has been detected, the reader has several courses of action, depending upon where the breakdown occurred.  For example, a student can read slower.  If the information decays in working memory, the reader can re-read the text (or that portion of the text).  The reader can pause to summari

How Does The Brain Work? If I could answer that question, I could probably be cooling my heels on a nice island somewhere, mimosa in hand,  Instead, I am left to read research and theories about how the brain (and reading) operates.  One can dream, though..... For years, researchers delineated memory into two types:  short term and long term.  More recently, after the advent of LaBerge and Samuels Automaticity Theory (1974) and Perfetti's Verbal Efficiency Theory (1988), this construct was re-imagined as working memory --which adds the dimension of processing to the function of storage ( Daneman & Carpenter , 1980).  As they explain, "Working memory is assumed to have processing as well as storage functions; it serves as the site for executing processes and for storing the products of these processes" (p. 450).  Working memory is active rather than passive.   Tanabe , Azumi , Osaka, & Naoyuki (2009) explain that working memory consists of at l