Module 3: Reading Reflection


Do you agree with Marilyn Adams (1990, p. 108) who argued that rather than relying on context, Skillful readers of English thoroughly process the individual letters of words in their texts? Why or why not?

 

I do not agree with Marilyn Adams’ view on skillful readers processing individual letters of words as they read. There are numerous examples in the text that completely disprove this theory. To focus on individual letters of words would mean that our eyes actually fixate on what is being read. There have been several studies on eye fixation, for example, Rayner (1997) states that 20-30% of words on a page are skipped, Carpenter (1987), found that only about 68% of the words are fixated on, and Hogaboam (1983),  wrote that 40% of the words on a page were skipped, not fixated on  during his study (Weaver, 2002).  These studies show that as we read, our eyes do not fixate or focus on every letter or word.  Another great example of this being an inaccurate theory is a study completed by Duckett (2001). Duckett completed a study on first grade readers. His study showed that even first graders, who are new readers, have rates of non-fixation on 9-34% of words read (Weaver, 2002).

To read/process every letter in a word would seem to be a hindrance to a proficient reader. It seems that only a new/emergent reader would use these skills to decode what they are reading. Processing individual letters would weaken the readers comprehension of what is being read because they are so focused on identifying the smallest parts of the word instead of the meaning of what is being read.

 

Weaver, C. (2002). Reading process & practice. (3rd ed.). Portsmouth, NH: Heinemann.

Comments

  1. UnknownJune 25, 2013 at 8:46 AM

    I don't agree with her either. I feel that after reading the text and all the supported information, it would be hard for anyone to agree with her. I like how you found the quote about the percentages of words that are read an skipped etc. I thought that was interesting in the reading as well. Yes, I feel that so many students are focusing on the smallest parts of the word and it is hindering their comprehension level.

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  2. UnknownJune 25, 2013 at 8:26 PM

    I agree with both of you that Adam's statement is incorrect. The studies you cited alone should be enough reason for everyone to see her faults. In addition, it does not seem logical to leave out context while reading. Context is a major tool that the students have and that we should encourage them to use. And you are right, breaking down the separate words into letters would take so much away from comprehension. I think that teachers would be doing their students a disservice by doing this.

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  3. UnknownJune 26, 2013 at 7:41 AM

    I have really enjoyed reading everyone's opinions of this idea that we read letter by letter. Shawnee, after listening to your voicethread and reading your reflection I am finding that we have a lot of similarities in our ideas of how children learn to read. Although you teach pre-k and I teach 2nd grade children are surrounded by books from an early age. These books, whether we read them or they do are full of words. At a young age students do learn sight words but quickly are able to identify those words based on the first few letters and the end. By the time they get to 2nd grade the students are reading much more fluently with more context so they are able to read the words not identify the sounds letter by letter.

    Very insightful!

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