While it is possible to express the same meaning in different ways ('bread and butter' versus 'butter and bread'), we tend to say things in the same way. As much as half of spoken discourse is made up of "formulaic language" or linguistic patterns. Despite its prevalence, little is known about how the processing system treats novel…

Ambridge reviews and augments an impressive body of research demonstrating both the advantages and the necessity of an exemplar-based model of knowledge of one's language. He cites three computational models that have been applied successfully to issues of phonology and morphology. Focusing on Ambridge's discussion of sentence-level constructions,…

In attempts to understand the process of literacy acquisition, many researchers have devised models of reading. The basic elements of most reading acquisition models include word, or print knowledge and comprehension. The inadequacy and global nature of the conversational model of language proficiency provide impetus for C.E. Snow's development of…

A survey of the literature concerning the mental processes used in reading reveals a proliferation of molecular theories which explain only a small (and frequently neurological) component of the reading act. Enough information exists, however, to sketch an integrated, molar model of the reading process, which stresses the interrelationships…

Discusses a model of the reading process drawn from ideas used in foreign language instruction and resting on the distinction between reading acquisition and reading learning. Explains how the model can be applied in the classroom. (FL)

Examines Piagetian theory in relation to (1) the organizational framework of the reader, (2) the linkage of development and reading, (3) the interrelatedness of language processes, and (4) the twin influences of maturation and experience. Notes the value of Piagetian theory in building reading models and examines two "hurdles" it…

The purpose of this study was to synthesize theories and known facts of language acquisitions provided by transformation-generative grammarians and the cognitive theories of Piaget and Vygotsky into a unified theory and to suggest a partial model of the reading process. Review and analysis of transformational-generative theory strongly indicate…

A comparison of two models of the reading process--the psycholinguistic model, in which learning to read is seen as a top-down, holistic procedure, and the traditional theory model, in which learning to read is seen as a bottom-up, atomistic procedure--is provided in this paper. The first part of the paper provides brief overviews of the following…

There appear to be two basic theories about the relationship of written language to oral language and the relationship of writing to reading. The first theory views written language as a derivative of oral language and as an alternate but parallel form of oral language. The pedagogical implications of this model suggest that the problems of…

Investigates how readers use schemata and purpose in learning vocabulary from context. Examines Sternberg's model of verbal comprehension acquisition as well as the interaction among vocabulary acquisition and components of the reading process. Finds the effects of comprehension ability and purpose are significant, while the effect of schemata is…

Developmental aspects of spelling-to-sound mapping for English monosyllabic words are investigated with a simple two-layer network model using a simple, general learning rule. The model is trained on both regularly and irregularly spelled words but extracts regular spelling to sound relationships, which it can apply to new words. Training-related…

Three experiments assessed the contributions of age-of-acquisition (AoA) and frequency to visual word recognition. Three databases were created from electronic journals in chemistry, psychology and geology in order to identify technical words that are extremely frequent in each discipline but acquired late in life. In Experiment 1, psychologists…