LEARNING-TO-READ VS. READING-TO-LEARN
LEARNING-TO-READ
It starts here with "picture" books.
Then procceds to:
* large type * few words on a
page * relatively short
duration of reading
Features:
* serial processing of letters in words (i.e. each letter is analyzed)
* scrutiny of internal details of letters and word
* phonological learning (learning the relationship between the letter and the sound that its makes)
* writing to reinforce reading
* major emphasis on word recognition
* bottom-up processing (i.e. little emphasis on background knowledge; information is obtained from the text only)
* little demand on memory
Transition stage between learning-to-read and reading-to-learn. Text
is intermingled with pictures to add contextual clues to help with
both comprehension and word recognition.
READING-TO-LEARN
smaller type more words on a
page longer duration of
reading
Features:
* parallel processing of letters in words (i.e. all the letters of a word are processed together, in parallel, not one at a time; this increases efficiency)
* emphasis on reading rate with comprehension
* more top-down processing (i.e. now background knowledge of the subject and personal experiences and memories are included with the reading of the text)
* greater demands on memory processes
CORRELATION BETWEEN READING AND PERIPHERAL VISUAL SKILLS
Note: consider the task demands
* Visual Acuity
o distance vs near
* Refractive Status
o hyperopia vs myopia
o anisometropia
* Binocular Vision
o heterophoria
o vergence
o accommodation
* Ocular Motility
o reading eye movements
EMERGENT PATTERN
1. Distance VA is not a predictor of reading skill
2. Near VA may be
3. Myopia appears to be associated with good reading performance
4. Hyperopia is associated with slow progress in reading
5. Anisometropia appears to be related to poor reading skills
6. A good relationship exists for the correction of refractive error and improvement in reading