Figure 3. The Active Model of Reading
As illustrated in Figure 3, the Active Model of Reading (Duke & Cartwright, 2021) incorporates the latest research findings from the fields of education and psychology to explain the interactive and interdependent relations between word recognition and language comprehension. The Active Model also emphasizes the “bridging processes” that account for the overlap between word recognition and language comprehension.
Source: Duke & Cartwright, 2021
Bridging processes Looking at the bridging processes, we can see that a successful reader must understand that print conveys a message ( print concepts ), be able to interpret the smallest units of meaning in words ( morphological awareness ), read with speed and accuracy ( fluency ), have a strong vocabulary , and be able to simultaneously process the sound and language information contained in words ( graphoph- onological-semantic cognitive flexibility ). In this model, vocabulary also has an important connection to word recognition because the child must know the meaning of words in order to recognize them in print (Mitchell & Brady, 2013).
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The Science of Reading | What Research Says About Setting Young Readers Up for Success
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