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LITERACY IN RELATION TO COGNITIVE THEORIES AND MODELS OF INFORMATION PROCESSING

Lukas Hejsek, Kamil Kopecky, Jana Kusa, Milan Polak, Hana Maresova

Abstract

In the paper we will focus in detail on the field of literacy and its relationship to chosen cognitive theories and models of information processing, which have influenced the reading comprehension since the 50?s to these days. Reading comprehension is a very difficult process that uses analysis and synthesis of various text levels, it has a relational character. There are three basic types of connection that are necessary: connection between the phenomena of objective reality with text elements that refer to these phenomena, connection between the individual text elements (words, phrases, sentence formations); connection between text elements and the knowledge and experimental complex of a recipient. In the paper we will describe and analyze theories like Bloom’s „Mastery Learning“, „Gough’s model“, „Interactive and Interactive-Compensatory Models“, „LaBerge and Samuel’s Automatic Information Processing Model“, „Information Processing Theory“, „Rauding theory“, „Verbal Efficiency Theory“ and others. It is very important to know some of these theories, especially for language teachers or university teachers of language didactics. Then they gain a comprehensive overview of the basic approaches to teaching reading comprehension that can be applied in their pupils and students.

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2015/B12/S3.079

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