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The Four Part Processing Model for Word Recognition
Transcript of The Four Part Processing Model for Word Recognition
our own language and learn the sounds of another language
Rise and fall of voice during phrasing
The Phonological Processor is the place in the brain that understands that a combination of sounds create words. It also remembers those combinations.
It mentally categorizes and identifies the phonemes in a language system.
It produces the speech sounds and syllable sequences in words.
It compares and distinguishes words that sound similar.
It remembers and repeats the words in a phrase or the sounds in a word.
It retrieves specific words from the mental diction and pronounces them.
It holds the sounds of words in memory so that a word can be written down.
It takes apart the sounds in a word so that they can be matched with alphabetic symbols.
Children who have difficulty often forget letters, have trouble blending sounds, and have trouble spelling.
Teachers must teach phoneme identification, pronunciation, and awareness.
Recognizes letters and formation of letters
Associates letters with speech sounds
Recognizes letter sequences and patterns
Fluently recognizes whole words
Recalls letters for spelling
Children with orthographic weaknesses will struggle with sight words, have difficultly spelling, and will read slowly.
Teachers should call attention to internal details of the printed words.
The Orthographic Processor is the place in the brain that is able to make sense out of the shapes of letters and symbols. It is able to identify them and match them to sounds.
information (letter recognition)
The Meaning Processor makes meaning out of the sounds and letters and relates them to words
Storing the inventory of words
Organizing the mental dictionary
Constructing meaning of new words
The Meaning Processor understands synonym relationships, roots and other morphemes, spelling patterns, common meaning associates, and connotations.
The Meaning Processor stores word meanings by:
Other words in the same semantic field
Categories and concepts
Examples of words in phrase context
The sounds, spelling, and syllables in the word
Implications for teachers:
Children with meaning weaknesses will have weak vocabularies, limited knowledge of English, and weakness in verbal reasoning ability
Teachers should teach vocabulary with attention to all of the ways the Meaning Processor stores word meanings.
Supports the Meaning Processor
the sentence and sentence sequence in which a word is embedded
the concepts or events that are being discussed or reported in the text.
The Context Processor helps us understand the right meaning of a word. This is especially important because many words have many meanings or sound like other words that have different meanings.
The Context Processor interprets words that we have heard, have previously names, or partially identified.
It looks at language, experiences, and knowledge of concepts.
Students who have troubles with context processes with have trouble understanding the text.
Teachers should teach background information that students need to interpret what they have read.
Taken from LTRS, Module 1: the Challenge of Learning to Read (Learning Essentials for Teachers of Reading and Spelling) by Louisa C. Moats