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LOWER LEVEL AND HİGHER LEVEL PROCESSES
Transcript of LOWER LEVEL AND HİGHER LEVEL PROCESSES
READING PROCESSES THAT ARE ACTIVATED WHEN WE READ
working memory activation
The words that are accessed, the information that is cued grammatically and the emerging meaning are all active for a short period of time in working memory.
TEXT MODEL OF COMPREHENSION
semantic proposition formation
Words that are recognised and kept active for one to two seconds, along with grammatical cueing, give the fluent reader time to integrate information in a way that makes sense in relation to what has been read before.
Semantic proposition formation
Working memory activation
Text model of comprehension
Situation model of reader interpretation
Background knowledge use and inferencing
Executive control processes
GENERAL READING COMPREHENSION
word recognition(lexical access,syntactic parsing)
understanding a text
All of these higher-level processes, together, represent the car that will take readers to their destinations.
meaning elements are introduced
meaning elements are connected
meaning elements become more active in memory
meaning elements become central ideas
if they are repeated or reactivated
discuss this example with your friend and be ready to explain it.
As clause-level meaning units are formed, they are added to a growing network of ideas from the text. The new clauses may be hooked into the network in a number of way: through the repetition of an idea, event, object or character.
SITUATION MODEL OF READER INTERPRETATION
The text model of comprehension is being built by the reader, the reader will begin to project a likely direction that the reading will take. This projection influenced by
task and text difficulty
The reader will begin to interpret information from the text in terms of his or her own goals, feelings and background expectations. This reader interpretation ( the situation model of reader interpretation) is built on and around the emerging text model.
Read the quote 1.8 and discuss in pair what is the differences and similarities between semantic proposition formation and text model of comprehension
I HOPE YOU ALWAYS LAUGH
I HOPE YOU ALWAYS LAUGH