Aplicaciones de los modelos del procesamiento lector a la enseñanza de la lectura

Abstract

Over the last years, there has been a remarkable development 0n knowledge about the temporal course of reading processes in the human mind. More specifically, the processes that take place from the point in wich the reader notices a luminic contrast "black over white" to the moment in which s/he recognizes and processes the written word. Traditional reading methods have payed no attention to this issue. Thus, it’s a current challenge in this field to incorporate the findings that come both from the research on reading processes and from the reading theoretical models to the reading methods. All those interested in the development of new techniques for teaching reading will have to face this issue. Overcoming old controversies, the new reading methods should point to the way by wich learners could use, in an interdependent manner, the two basic strategies of reading: Ph0n0I0gical reading (decomposition) and lexical reading (word recognition). Phonological reading allows to read completely new words, unknown or not previously learned words. Lexical reading allows for fluency on reading and to read faster previously learned words. The learner will be successful as reader if s/he is able to use related and simultaneously both reading strategies in the most efficient way.