Explore the fascinating world of reading theories. Uncover how they shape literacy skills, improve comprehension, and inspire a lifelong love for reading.
Main, P (2023, May 09). Theories of Reading. Retrieved from https://www.structural-learning.com/post/theories-of-reading
Reading, a fundamental skill in every child's cognitive development, invites a diverse array of theoretical models that aim to explain its multifaceted nature. Scholars agree that understanding the reading process is an intricate task, as it seamlessly interweaves cognitive, linguistic, and sociocultural dimensions. The process of reading, as a result, goes beyond the mere decoding of symbols; it is a dynamic interaction between the text and the reader's previous knowledge, beliefs, and attitudes.
According to a comprehensive study by the National Reading Panel, effective reading instruction directly impacts children's comprehension ability and overall literacy levels. A critical takeaway from their research is that different theoretical models of reading can have varying impacts on the development of reading skills in children.
One such influential model of reading is the interactive model, which views reading as an interaction between bottom-up (word recognition) and top-down (comprehension) processes. This perspective highlights the importance of both word recognition skills and the reader's previous knowledge in shaping comprehension. To illustrate, when a child reads a story about an astronaut, they are not only decoding the written words but also bringing their understanding of space and astronauts to the reading experience. This allows them to make sense of the text and relate it to their own world.
Dr. Patricia Alexander, a renowned scholar in the field of literacy development, emphasizes this point: "Reading is more than the sum of its parts. It requires not just the recognition of words, but the ability to make sense of those words in context, to connect them to our existing knowledge, and to build new understanding."
In the journey of nurturing literate individuals, the theoretical underpinnings of reading serve as guiding maps. They help educators design effective strategies to foster children's cognitive processing and literacy skills, ensuring their academic success and lifelong learning propensity.
From the interactive model, we see that the approach to reading instruction can profoundly affect a child's development of literacy skills. A cornerstone of this development is the Phonics Approach, a method that emphasizes the correlation between sounds and the symbols that represent them. A keystone of this approach is the development of phonological awareness, a precursor to successful reading.
The Phonics Approach can be likened to providing a child with a toolbox full of cognitive tools. Each tool, representing a sound-symbol relationship, is crucial for decoding words and sentences, especially in the case of unspaced texts.
As children master these relationships, they simultaneously build their relevant background knowledge, which further fuels the comprehension process.
In a comprehensive meta-analysis conducted by the National Institute for Direct Instruction, it was found that students taught using the Phonics Approach showed a 41% improvement in decoding skills compared to those who weren't explicitly taught phonics.
This statistic underscores the effectiveness of the Phonics Approach in promoting phonological awareness and, ultimately, reading comprehension.
However, the Phonics Approach is not a magic wand that transforms a non-reader into a reader. To achieve a comprehensive understanding of a text, children must also develop cognitive comprehension strategies.
These strategies act as a bridge between the decoded text and the reader's background knowledge, facilitating the generation of meaning. In the next section, we will examine the Whole Language Theory, an approach that complements the Phonics Approach by focusing on meaning-making and the construction of knowledge.
Building on the notion of cognitive comprehension strategies, the Whole Language Theory presents a different perspective on literacy development. This theory perceives reading as an integrative process that connects the reader, the text, and the context. Unlike the traditional theory of Phonics, which focuses primarily on decoding, the Whole Language Theory emphasizes the importance of comprehension and meaning-making in reading.
The Whole Language Theory posits that the development of a fluent reader is not merely about mastering phonetic cues or decoding skills. Instead, it underlines the importance of the reader's interaction with the text and the subsequent process of constructing meaning. This theory promotes the idea of a strategic reader - one who actively engages with the text, drawing on their existing knowledge to comprehend and interpret the information presented.
According to a study published in the Reading Research Quarterly, students exposed to the Whole Language Theory showed a significant improvement in their reading comprehension scores - a rise of 30% compared to those who followed only the Phonics Approach. This finding highlights the effectiveness of a balanced reading instruction approach that combines the strengths of both Phonics and Whole Language theories.
In essence, the Whole Language Theory encourages a more holistic approach to reading, one that acknowledges the role of the reader, the text, and the context. This approach empowers students to become not just fluent readers, but also critical thinkers who can derive deeper meanings from texts. In the next section, we will explore another influential model, the Dual-Route Model, that further complements our understanding of the reading process.
As we continue our exploration, we encounter another significant contribution to reading theories: the Dual-Route Model. This model, like the Whole Language Theory, emphasizes the role of active engagement in the language reading process. Yet, it offers a unique perspective that further enhances our understanding of the complexities involved in reading.
The Dual-Route Model posits that there are two distinct pathways or 'routes' involved in reading - the lexical route and the nonlexical route. The lexical route taps into the reader's stored knowledge of words and their meanings, aligning with the Whole Language Theory's focus on comprehension and meaning-making. Conversely, the nonlexical route emphasizes the phonetic decoding of words, resonating with the Phonics Approach's emphasis on phonological awareness.
According to a study published in the Journal of Experimental Psychology, the Dual-Route Model is particularly effective in teaching the English language. Students taught using this model showed an improvement of 35% in reading fluency and comprehension, outperforming their peers who were taught using a single-route approach. This evidence indicates the Dual-Route Model's potential in balancing the strengths of both Phonics and Whole Language theories.
However, it's crucial to note that the Dual-Route Model, like other theories, is not a universal theory that can be applied indiscriminately. The effectiveness of this model depends on several factors, including the learner's age, cognitive abilities, and cognitive processes, among others. Therefore, understanding these theories is just one piece of the puzzle. The real challenge lies in applying them effectively in diverse educational settings to foster the development of skilled and strategic readers.
Building on the Dual-Route Model's emphasis on distinct routes for reading, the Interactive Reading Theory presents another nuanced perspective. This theory integrates the strengths of both the bottom-up theory, which focuses on the decoding of words, and the top-down theory, which emphasizes comprehension and meaning-making. In essence, the Interactive Reading Theory sees reading as a synergistic process where the reader uses both bottom-up and top-down processes simultaneously.
From a cognitive science perspective, this theory suggests that reading involves more than just a bottom-up, language-based process. While the bottom-up approach to reading is essential for decoding words and understanding their literal meaning, top-down processes help readers to connect these words to their prior knowledge, experiences, and the broader context, enabling them to derive deeper meanings from the text.
According to research published in the Scientific Studies of Reading, students who were taught using strategies inspired by the Interactive Reading Theory showed a 38% increase in their reading comprehension scores, surpassing those who were taught using only bottom-up or top-down strategies. This finding supports the view that a balanced, interactive approach to reading instruction can be more effective in fostering reading comprehension.
In essence, the Interactive Reading Theory highlights the dynamic interplay between the reader, the text, and the context. It underscores the importance of a holistic approach to reading instruction that empowers students to engage with texts actively and constructively, thereby enhancing their reading skills and promoting deeper learning.
The Transactional Reading Theory, pioneered by Louise Rosenblatt, further expands on the idea of reading as an interactive process. Rosenblatt's theory builds upon the philosophical foundations laid by John Dewey and posits that meaning is constructed in a continuous transaction between the reader and the text.
This theory underscores that reading is not a passive activity but an active engagement where the reader plays a vital role in selecting and synthesizing information from the text. This process involves abstracting and analyzing information, connecting it to prior knowledge, and drawing inferences to derive meaning.
Rosenblatt's Transactional Reading Theory is a testament to the richness and depth of the reading process. It suggests that every reading experience is unique, influenced by the reader's background, the text's content, and the context in which reading occurs.
In a study published in the Journal of Literacy Research, it was found that students who were taught using strategies derived from the Transactional Reading Theory showed a 33% increase in their reading comprehension scores. This statistic supports the efficacy of this theory in promoting a deeper understanding of texts.
In essence, the Transactional Reading Theory reaffirms the importance of the reader's active engagement in the reading process. It emphasizes that understanding a text involves more than just decoding words or following a linear progression of ideas. Instead, it involves a dynamic interplay between the reader and the text, continuously shaping and reshaping meanings in light of new insights and understandings.
Drawing from the idea of active engagement in the Transactional Reading Theory, the Constructivist Reading Theory takes a step further, placing the reader at the center of the science of reading. Rooted in social constructivism and the concept of Zone of Proximal Development, the Constructivist Theory posits that individuals create their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.
In the realm of reading, this theory emphasizes the reader's active role in creating meaning from texts. It suggests that reading is not just about acquiring or receiving instruction of knowledge; it's about constructing knowledge.
The reader uses their background knowledge and cognitive development to comprehend, interpret, and make sense of the text. This process is not limited to reading; it also extends to writing composition, as the reader uses their knowledge about sounds, words, and syntax to express their thoughts and ideas.
According to a research paper published in the Reading and Writing Journal, students who were taught using Constructivist teaching methods showed a 31% improvement in their reading comprehension and writing abilities.
This finding suggests that a constructivist approach to reading and writing instruction can enhance students' literacy skills and foster their cognitive development.
In summary, the Constructivist Reading Theory underlines the importance of viewing reading as an active, constructive process. It encourages educators to create learning environments that support students' active engagement with texts, thereby empowering them to become autonomous learners who can construct their own understanding and knowledge.
Building on the idea of individual construction of knowledge from the Constructivist Theory, Sociocultural Theories of Reading add another layer of complexity by considering the influence of context, culture, and social interaction. Pioneered by Lev Vygotsky, the sociocultural theory posits that cognitive development, including reading development, is deeply embedded in social interactions and cultural contexts.
Sociocultural theories emphasize the role of culture and social context in shaping an individual's knowledge about cognition. They posit that the reading process is not just an isolated cognitive activity but a social practice that is influenced by cultural norms, practices, and values. This perspective suggests that our base knowledge and language comprehension skills are not just products of our individual cognitive processes but are also shaped by our social and cultural experiences.
In the context of reading instruction, this theory highlights the importance of creating social learning environments or social learning spaces that reflect and respect the cultural and linguistic diversity of students. It also underscores the importance of acknowledging and building on students' prior knowledge and experiences, which can serve as a powerful tool for enhancing their reading comprehension.
According to a study published in the Journal of Educational Psychology, incorporating culturally relevant texts and pedagogical strategies in reading instruction can boost students' intrinsic reading motivation by 40%. This statistic supports the idea that culturally responsive pedagogy of reading can promote students' engagement and improve their reading comprehension.
In essence, Sociocultural Theories of Reading challenge us to view reading not just as a cognitive process but as a social practice that is deeply influenced by cultural and social contexts. They urge us to consider the sociocultural dimensions of reading and their implications for reading instruction.
In the next section, we will delve into the practical implications of these theories for enhancing reading instruction and promoting literacy development.
The theoretical constructs we have explored so far provide an invaluable foundation for understanding the complexity of the reading process. However, the real challenge lies in translating these theories into practical teaching strategies that can enhance reading instruction and foster students' literacy development. Below are seven strategies that teachers can use to put these reading theories into practice:
By implementing these strategies, teachers can create a learning environment that not only enhances students' reading skills but also fosters their cognitive development and promotes a lifelong love for reading.
Here are seven key studies that explore reading theory. These studies provide a comprehensive understanding of reading theory, covering aspects like language comprehension, cognitive development, and reading strategies across different languages, including the context of foreign languages and collaborative learning platforms.
1. Integrating Creativity and Reading: A Functional Approach by Kenneth Moorman & A. Ram (2019)
Summary: This study presents a functional theory of reading, integrating psychology, artificial intelligence, and education, emphasizing the model of reading as a creative and cognitive development process.
2. Introduction to the Special Issue. Theories of Reading: What We Have Learned From Two Decades of Scientific Research by K. Cain & R. Parrila (2014)
Summary: The special issue highlights the importance of theoretical reviews in reading research, providing a framework for interpreting empirical findings in complex language and reading development.
3. Development of neural mechanisms for reading by P. Turkeltaub, L. Gareau, D. Flowers, T. Zeffiro, G. Eden (2003)
Summary: This study supports the model of reading development theory by Orton (1925), showing increased left-hemisphere brain activity in reading, which is crucial for language learners and automatic word recognition.
4. On Study Skills and Training of Academic Reading Strategies by Liang Ning (2006)
Summary: The research indicates that training academic reading strategies can effectively improve students' academic English reading abilities, highlighting strategies across languages and the role of cognitive development in foreign language comprehension.
5. Parent-child picture-book reading, mothers' mental state language and children's theory of mind by J. E. Adrián, R. A. Clemente, L. Villanueva, C. Rieffe (2005)
Summary: This study connects parent-child picture-book reading and the development of children's theory of mind, emphasizing the knowledge about sounds and language comprehension in early cognitive development.
6. Tolle lege. Embodied reading and the “scene of reading” by C. Benne (2021)
Summary: This paper explores reading as an embodied and distributed activity, integrating the concept of gesture as a key element in understanding the model of reading and its depiction in complex language.
7. The Relationship between EFL Reading and Existential-Phenomenology. by Leyla Tercanlıoğlu, Oktay Akarsu (2012)
Summary: The study examines the relationship between EFL reading and existential phenomenology, highlighting how phenomenology aids learners in overcoming reading difficulties and enhancing their understanding of complex language in foreign language reading.
Reading, a fundamental skill in every child's cognitive development, invites a diverse array of theoretical models that aim to explain its multifaceted nature. Scholars agree that understanding the reading process is an intricate task, as it seamlessly interweaves cognitive, linguistic, and sociocultural dimensions. The process of reading, as a result, goes beyond the mere decoding of symbols; it is a dynamic interaction between the text and the reader's previous knowledge, beliefs, and attitudes.
According to a comprehensive study by the National Reading Panel, effective reading instruction directly impacts children's comprehension ability and overall literacy levels. A critical takeaway from their research is that different theoretical models of reading can have varying impacts on the development of reading skills in children.
One such influential model of reading is the interactive model, which views reading as an interaction between bottom-up (word recognition) and top-down (comprehension) processes. This perspective highlights the importance of both word recognition skills and the reader's previous knowledge in shaping comprehension. To illustrate, when a child reads a story about an astronaut, they are not only decoding the written words but also bringing their understanding of space and astronauts to the reading experience. This allows them to make sense of the text and relate it to their own world.
Dr. Patricia Alexander, a renowned scholar in the field of literacy development, emphasizes this point: "Reading is more than the sum of its parts. It requires not just the recognition of words, but the ability to make sense of those words in context, to connect them to our existing knowledge, and to build new understanding."
In the journey of nurturing literate individuals, the theoretical underpinnings of reading serve as guiding maps. They help educators design effective strategies to foster children's cognitive processing and literacy skills, ensuring their academic success and lifelong learning propensity.
From the interactive model, we see that the approach to reading instruction can profoundly affect a child's development of literacy skills. A cornerstone of this development is the Phonics Approach, a method that emphasizes the correlation between sounds and the symbols that represent them. A keystone of this approach is the development of phonological awareness, a precursor to successful reading.
The Phonics Approach can be likened to providing a child with a toolbox full of cognitive tools. Each tool, representing a sound-symbol relationship, is crucial for decoding words and sentences, especially in the case of unspaced texts.
As children master these relationships, they simultaneously build their relevant background knowledge, which further fuels the comprehension process.
In a comprehensive meta-analysis conducted by the National Institute for Direct Instruction, it was found that students taught using the Phonics Approach showed a 41% improvement in decoding skills compared to those who weren't explicitly taught phonics.
This statistic underscores the effectiveness of the Phonics Approach in promoting phonological awareness and, ultimately, reading comprehension.
However, the Phonics Approach is not a magic wand that transforms a non-reader into a reader. To achieve a comprehensive understanding of a text, children must also develop cognitive comprehension strategies.
These strategies act as a bridge between the decoded text and the reader's background knowledge, facilitating the generation of meaning. In the next section, we will examine the Whole Language Theory, an approach that complements the Phonics Approach by focusing on meaning-making and the construction of knowledge.
Building on the notion of cognitive comprehension strategies, the Whole Language Theory presents a different perspective on literacy development. This theory perceives reading as an integrative process that connects the reader, the text, and the context. Unlike the traditional theory of Phonics, which focuses primarily on decoding, the Whole Language Theory emphasizes the importance of comprehension and meaning-making in reading.
The Whole Language Theory posits that the development of a fluent reader is not merely about mastering phonetic cues or decoding skills. Instead, it underlines the importance of the reader's interaction with the text and the subsequent process of constructing meaning. This theory promotes the idea of a strategic reader - one who actively engages with the text, drawing on their existing knowledge to comprehend and interpret the information presented.
According to a study published in the Reading Research Quarterly, students exposed to the Whole Language Theory showed a significant improvement in their reading comprehension scores - a rise of 30% compared to those who followed only the Phonics Approach. This finding highlights the effectiveness of a balanced reading instruction approach that combines the strengths of both Phonics and Whole Language theories.
In essence, the Whole Language Theory encourages a more holistic approach to reading, one that acknowledges the role of the reader, the text, and the context. This approach empowers students to become not just fluent readers, but also critical thinkers who can derive deeper meanings from texts. In the next section, we will explore another influential model, the Dual-Route Model, that further complements our understanding of the reading process.
As we continue our exploration, we encounter another significant contribution to reading theories: the Dual-Route Model. This model, like the Whole Language Theory, emphasizes the role of active engagement in the language reading process. Yet, it offers a unique perspective that further enhances our understanding of the complexities involved in reading.
The Dual-Route Model posits that there are two distinct pathways or 'routes' involved in reading - the lexical route and the nonlexical route. The lexical route taps into the reader's stored knowledge of words and their meanings, aligning with the Whole Language Theory's focus on comprehension and meaning-making. Conversely, the nonlexical route emphasizes the phonetic decoding of words, resonating with the Phonics Approach's emphasis on phonological awareness.
According to a study published in the Journal of Experimental Psychology, the Dual-Route Model is particularly effective in teaching the English language. Students taught using this model showed an improvement of 35% in reading fluency and comprehension, outperforming their peers who were taught using a single-route approach. This evidence indicates the Dual-Route Model's potential in balancing the strengths of both Phonics and Whole Language theories.
However, it's crucial to note that the Dual-Route Model, like other theories, is not a universal theory that can be applied indiscriminately. The effectiveness of this model depends on several factors, including the learner's age, cognitive abilities, and cognitive processes, among others. Therefore, understanding these theories is just one piece of the puzzle. The real challenge lies in applying them effectively in diverse educational settings to foster the development of skilled and strategic readers.
Building on the Dual-Route Model's emphasis on distinct routes for reading, the Interactive Reading Theory presents another nuanced perspective. This theory integrates the strengths of both the bottom-up theory, which focuses on the decoding of words, and the top-down theory, which emphasizes comprehension and meaning-making. In essence, the Interactive Reading Theory sees reading as a synergistic process where the reader uses both bottom-up and top-down processes simultaneously.
From a cognitive science perspective, this theory suggests that reading involves more than just a bottom-up, language-based process. While the bottom-up approach to reading is essential for decoding words and understanding their literal meaning, top-down processes help readers to connect these words to their prior knowledge, experiences, and the broader context, enabling them to derive deeper meanings from the text.
According to research published in the Scientific Studies of Reading, students who were taught using strategies inspired by the Interactive Reading Theory showed a 38% increase in their reading comprehension scores, surpassing those who were taught using only bottom-up or top-down strategies. This finding supports the view that a balanced, interactive approach to reading instruction can be more effective in fostering reading comprehension.
In essence, the Interactive Reading Theory highlights the dynamic interplay between the reader, the text, and the context. It underscores the importance of a holistic approach to reading instruction that empowers students to engage with texts actively and constructively, thereby enhancing their reading skills and promoting deeper learning.
The Transactional Reading Theory, pioneered by Louise Rosenblatt, further expands on the idea of reading as an interactive process. Rosenblatt's theory builds upon the philosophical foundations laid by John Dewey and posits that meaning is constructed in a continuous transaction between the reader and the text.
This theory underscores that reading is not a passive activity but an active engagement where the reader plays a vital role in selecting and synthesizing information from the text. This process involves abstracting and analyzing information, connecting it to prior knowledge, and drawing inferences to derive meaning.
Rosenblatt's Transactional Reading Theory is a testament to the richness and depth of the reading process. It suggests that every reading experience is unique, influenced by the reader's background, the text's content, and the context in which reading occurs.
In a study published in the Journal of Literacy Research, it was found that students who were taught using strategies derived from the Transactional Reading Theory showed a 33% increase in their reading comprehension scores. This statistic supports the efficacy of this theory in promoting a deeper understanding of texts.
In essence, the Transactional Reading Theory reaffirms the importance of the reader's active engagement in the reading process. It emphasizes that understanding a text involves more than just decoding words or following a linear progression of ideas. Instead, it involves a dynamic interplay between the reader and the text, continuously shaping and reshaping meanings in light of new insights and understandings.
Drawing from the idea of active engagement in the Transactional Reading Theory, the Constructivist Reading Theory takes a step further, placing the reader at the center of the science of reading. Rooted in social constructivism and the concept of Zone of Proximal Development, the Constructivist Theory posits that individuals create their own understanding and knowledge of the world through experiencing things and reflecting on those experiences.
In the realm of reading, this theory emphasizes the reader's active role in creating meaning from texts. It suggests that reading is not just about acquiring or receiving instruction of knowledge; it's about constructing knowledge.
The reader uses their background knowledge and cognitive development to comprehend, interpret, and make sense of the text. This process is not limited to reading; it also extends to writing composition, as the reader uses their knowledge about sounds, words, and syntax to express their thoughts and ideas.
According to a research paper published in the Reading and Writing Journal, students who were taught using Constructivist teaching methods showed a 31% improvement in their reading comprehension and writing abilities.
This finding suggests that a constructivist approach to reading and writing instruction can enhance students' literacy skills and foster their cognitive development.
In summary, the Constructivist Reading Theory underlines the importance of viewing reading as an active, constructive process. It encourages educators to create learning environments that support students' active engagement with texts, thereby empowering them to become autonomous learners who can construct their own understanding and knowledge.
Building on the idea of individual construction of knowledge from the Constructivist Theory, Sociocultural Theories of Reading add another layer of complexity by considering the influence of context, culture, and social interaction. Pioneered by Lev Vygotsky, the sociocultural theory posits that cognitive development, including reading development, is deeply embedded in social interactions and cultural contexts.
Sociocultural theories emphasize the role of culture and social context in shaping an individual's knowledge about cognition. They posit that the reading process is not just an isolated cognitive activity but a social practice that is influenced by cultural norms, practices, and values. This perspective suggests that our base knowledge and language comprehension skills are not just products of our individual cognitive processes but are also shaped by our social and cultural experiences.
In the context of reading instruction, this theory highlights the importance of creating social learning environments or social learning spaces that reflect and respect the cultural and linguistic diversity of students. It also underscores the importance of acknowledging and building on students' prior knowledge and experiences, which can serve as a powerful tool for enhancing their reading comprehension.
According to a study published in the Journal of Educational Psychology, incorporating culturally relevant texts and pedagogical strategies in reading instruction can boost students' intrinsic reading motivation by 40%. This statistic supports the idea that culturally responsive pedagogy of reading can promote students' engagement and improve their reading comprehension.
In essence, Sociocultural Theories of Reading challenge us to view reading not just as a cognitive process but as a social practice that is deeply influenced by cultural and social contexts. They urge us to consider the sociocultural dimensions of reading and their implications for reading instruction.
In the next section, we will delve into the practical implications of these theories for enhancing reading instruction and promoting literacy development.
The theoretical constructs we have explored so far provide an invaluable foundation for understanding the complexity of the reading process. However, the real challenge lies in translating these theories into practical teaching strategies that can enhance reading instruction and foster students' literacy development. Below are seven strategies that teachers can use to put these reading theories into practice:
By implementing these strategies, teachers can create a learning environment that not only enhances students' reading skills but also fosters their cognitive development and promotes a lifelong love for reading.
Here are seven key studies that explore reading theory. These studies provide a comprehensive understanding of reading theory, covering aspects like language comprehension, cognitive development, and reading strategies across different languages, including the context of foreign languages and collaborative learning platforms.
1. Integrating Creativity and Reading: A Functional Approach by Kenneth Moorman & A. Ram (2019)
Summary: This study presents a functional theory of reading, integrating psychology, artificial intelligence, and education, emphasizing the model of reading as a creative and cognitive development process.
2. Introduction to the Special Issue. Theories of Reading: What We Have Learned From Two Decades of Scientific Research by K. Cain & R. Parrila (2014)
Summary: The special issue highlights the importance of theoretical reviews in reading research, providing a framework for interpreting empirical findings in complex language and reading development.
3. Development of neural mechanisms for reading by P. Turkeltaub, L. Gareau, D. Flowers, T. Zeffiro, G. Eden (2003)
Summary: This study supports the model of reading development theory by Orton (1925), showing increased left-hemisphere brain activity in reading, which is crucial for language learners and automatic word recognition.
4. On Study Skills and Training of Academic Reading Strategies by Liang Ning (2006)
Summary: The research indicates that training academic reading strategies can effectively improve students' academic English reading abilities, highlighting strategies across languages and the role of cognitive development in foreign language comprehension.
5. Parent-child picture-book reading, mothers' mental state language and children's theory of mind by J. E. Adrián, R. A. Clemente, L. Villanueva, C. Rieffe (2005)
Summary: This study connects parent-child picture-book reading and the development of children's theory of mind, emphasizing the knowledge about sounds and language comprehension in early cognitive development.
6. Tolle lege. Embodied reading and the “scene of reading” by C. Benne (2021)
Summary: This paper explores reading as an embodied and distributed activity, integrating the concept of gesture as a key element in understanding the model of reading and its depiction in complex language.
7. The Relationship between EFL Reading and Existential-Phenomenology. by Leyla Tercanlıoğlu, Oktay Akarsu (2012)
Summary: The study examines the relationship between EFL reading and existential phenomenology, highlighting how phenomenology aids learners in overcoming reading difficulties and enhancing their understanding of complex language in foreign language reading.
