"From "cracking The Orthographic Code" To "playing With Language": Toward A Usage-based Foundation Of The Reading Process." - Information and Links:

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"From "cracking The Orthographic Code" To "playing With Language": Toward A Usage-based Foundation Of The Reading Process." and the language of the book is English.


“From "cracking The Orthographic Code" To "playing With Language": Toward A Usage-based Foundation Of The Reading Process.” Metadata:

  • Title: ➤  From "cracking The Orthographic Code" To "playing With Language": Toward A Usage-based Foundation Of The Reading Process.
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  • Language: English

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  • Internet Archive ID: pubmed-PMC4141234

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This article is from <a href="//archive.org/search.php?query=journaltitle%3A%28Frontiers%20in%20Psychology%29" rel="nofollow">Frontiers in Psychology</a>, <a href="//archive.org/search.php?query=journaltitle%3A%28Frontiers%20in%20Psychology%29%20AND%20volume%3A%285%29" rel="nofollow">volume 5</a>.<h2>Abstract</h2>The empirical study of reading dates back more than 125 years. But despite this long tradition, the scientific understanding of reading has made rather heterogeneous progress: many factors that influence the process of text reading have been uncovered, but theoretical explanations remain fragmented; no general theory pulls together the diverse findings. A handful of scholars have noted that properties thought to be at the core of the reading process do not actually generalize across different languages or from situations single-word reading to connected text reading. Such observations cast doubt on many of the traditional conceptions about reading. In this article, I suggest that the observed heterogeneity in the research is due to misguided conceptions about the reading process. Particularly problematic are the unrefined notions about meaning which undergird many reading theories: most psychological theories of reading implicitly assume a kind of elemental token semantics, where words serve as stable units of meaning in a text. This conception of meaning creates major conceptual problems. As an alternative, I argue that reading shoud be rather understood as a form of language use, which circumvents many of the conceptual problems and connects reading to a wider range of linguistic communication. Finally, drawing from Wittgenstein, the concept of “language games” is outlined as an approach to language use that can be operationalized scientifically to provide a new foundation for reading research.

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