خلاصة:
An active research topic in the theoretical issues of reading concerns the nature of the
processes that govern access to meaning. When language is represented graphically,
readers may use the visual properties of the letters and words as a basis for access to
meaning. Alternatively, they may use the sound properties of the visually presented
words and access the meaning on a phonological basis. As far as words and sentences
are concerned, it has already been demonstrated that the two can be comprehended
without a phonological recoding process. This piece of research demonstrates, by
having the subjects read in a shadowing condition a number of texts and respond to
the questions based on them, that the phonological recoding process can be excluded
from reading connected text. The results showed that the subjects had been able fo
perform the task successfully. This finding has direct implications for teaching
reading. The lack of specific interference between shadowing and the reading task
provided evidence against a phonic approach to teaching reading which is based on
the notion that the reader recognizes a word through identifying the corresponding
sounds of the constituent letters.
ملخص الجهاز:
This piece of research demonstrates, by having the subjects read in a shadowing condition a number of texts and respond to the questions based on them, that the phonological recoding process can be excluded from reading connected text.
Purpose of the Study The basic reseach question of this work is to find an answer to the following question: "ls it possible to exclude phonological recoding from the process of reading linguistic units larger than the sentence?" It involves determining whether the subjects verbalize the stimuli or they attempt to process them in visual form, Of course, there exists an extensive amount of data on the subject of phonological recoding, but the point is that insights about reading drawn from the experiments in the literature have been based on an emphasis on words.
Shadowing and Suppression of Recoding Any kind of evidence for or against phonological recoding is provided by experiments that show whether the sound of a visually presented word or letter string affects the way it is accessed, (Garnham, 1985).
Therefore, the lack of specific interference between concurrent vocalization and the reading task, which McCutchen and Perfetti (1982) found in their experiments can be interpreted as being evidence supporting the direct visual hypothesis and not against the suppressive effect of shadowing.
" Moreover, the rationale behind dividing the experiment into two parts is to find an answer ro the question whether or not practice has any effect on mastering the task of excluding phonological recoding from the process of reading.