Some of the Interactive Processes in Reading and Their Role in Reading Skill
Interactive processes of the sort under discussion are mutually supporting in the ordinary case. This chapter discusses some features of a model of reading that is both sensitive to individual differences and consistent with the assumption that reading processes are interactive in some interesting way. It describes how this model is interactive in a way that helps us account for individual differences in reading skill. The reader differs from the slow sentence computer in that, given word identification, he or she can perform mental computation on sentences; however, neither word identication nor the processes that depend on it are much affected by conceptually derived data. Data derived from the text allows identification of a word to be made with less data from the graphic input, and vice versa. The first experiment is one of three reported in Perfetti, Goldman, and Hogaboam, in which discourse context was provided by a short story.