Academic
Publications
WHAT READING DOES FOR THE MIND

WHAT READING DOES FOR THE MIND,ANNE E. CUNNINGHAM,KEITH E. STANOVICH

WHAT READING DOES FOR THE MIND   (Citations: 93)
BibTex | RIS | RefWorks Download
EADING HAS cognitive consequences that extend beyond its immediate task of lifting meaning from a particular passage. Furthermore, these consequences are reciprocal and exponential in nature. Accumulated over time—spiraling either upward or downward— they carry profound implications for the development of a wide range of cognitive capabilities. Concern about the reciprocal influences of reading achievement has been elucidated through discussions of so-called "Matthew effects" in academic achieve- ment (Stanovich, 1986;Walberg & Tsai, 1983).The term "Matthew effects" is taken from the Biblical passage that describes a rich-get-richer and poor-get-poorer phenomenon.Applying this concept to reading, we see that very early in the reading process poor readers, who experience greater difficulty in breaking the spelling-to-sound code, begin to be exposed to much less text than their more skilled peers (Allington, 1984; Biemiller, 1977-1978). Further exacerbating the prob- lem is the fact that less-skilled readers often find them- selves in materials that are too difficult for them (Allington, 1977, 1983, 1984; Gambrell,Wilson, & Gantt, 1981). The combination of deficient decoding skills, lack of practice, and difficult materials results in unre- warding early reading experiences that lead to less in- volvement in reading-related activities. Lack of expo- sure and practice on the part of the less-skilled reader delays the development of automaticity and speed at the word recognition level. Slow, capacity-draining word recognition processes require cognitive re- sources that should be allocated to comprehension. Thus, reading for meaning is hindered; unrewarding reading experiences multiply; and practice is avoided or merely tolerated without real cognitive involve- ment. The disparity in the reading experiences of children of varying skill may have many other consequences for
Published in 1998.
Cumulative Annual
View Publication
The following links allow you to view full publications. These links are maintained by other sources not affiliated with Microsoft Academic Search.
Sort by: