1.5 The importance of automatization

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From the course by University of London

Supporting children with difficulties in reading and writing

548 ratings

University of London

Supporting children with difficulties in reading and writing

548 ratings

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called 'dyslexia', and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries. Participation in or completion of this online course will not confer academic credit for University of London programmes

From the lesson

An overview

Writing systems; models of reading acquisition (the ‘decoding’ and ‘direct’ paths); the importance of automatization; bilingualism

1.1 Introduction by Jenny and Vincent11:14

1.2 Writing systems10:22

1.3 Models of reading – Part 18:17

1.4 Models of reading - Part 210:03

1.5 The importance of automatization5:13

1.6 Bilingualism – Part 19:37

1.7 Bilingualism – Part 28:29

Meet the Instructors

Dr Jenny Thomson
Dr Vincent Goetry

Automatization is really a central concept in fluent reading.

Automatization is composed of two parts: speed and accuracy.

To be able to understand the text, a reader needs to have automatic word

recognition processes, which mean very fast accessing to the phonological and

orthographic representation of the words, and accurateness of this access.

This is precisely what is lacking in dyslexic readers,

(who) are always in a very complicated situation

of what we called a 'double task' when they are reading.

Because the decoding is not sufficiently automatized in dyslexic readers,

they are always doing two tasks at the same time.

One is decoding the word, which takes a lot of attention, and

the other one is constructing the meaning of the sentence or

the text, which also takes a lot of attention.

So the attention of the dyslexic readers is always divided between those two very

difficult tasks, whereas in the fluent reader the identification of word is so

automatic that there is a lot of attention that can be devoted to

the comprehension of the meaning of the text, the understanding of the text.

Studies done among others by Charles Perfetti and Keith Stanovich have shown

that good readers do not use the context to guess a word or

to identify a word, because the process of word

recognition, word identification, is so fast that

the meaning of the word comes before the context can be used to actually guess or

to help understanding that word.

It is only poor readers who rely on the context to compensate for

the difficulty in accessing, quickly and accurately, the meaning of a word.

The level of automatization of word reading is

actually extremely deep in fluent readers,

as was shown by Stanislas Dehaene and

his collaborators in experiment(s) called (the) subliminal priming effect.

So a subliminal priming effect, what does that mean?

That means that the participant is seeing a prime for a few milliseconds,

which is short enough so that the prime is actually processed by the brain.

(That's what they've shown.)

But the participant remained completely unconscious that this prime,

this word, or this color, has been shown to him or her.

Because right after the prime comes a mask or a target word.

And Dehaene and collaborators have shown that

the subliminal priming effect which is that when you present a word as the prime

for a few milliseconds and the person is completely unaware to have seen that word.

Even if they are being asked, even if they are being said that they were presented

with a word as a prime, they are totally unable to say what word it was or

whether it was a real word or a string of random consonants.

The presentation of a word like, say, 'radio' as a prime and

target word like 'radio' facilitates the identification of the word 'radio'

as the target in a lexical decision experiment where

the participant has to say whether what he or she sees is a word or not a word.

The rapid automatized naming test simply consists in naming

colors or digits or pictures as quickly as possible.

What studies have shown for the last 30 years is that dyslexic

are much slower compared to non-dyslexic, and this is not a problem of vocabulary.

This really seems to be a problem of accessing the phonological

representation of the word, the label of the word, how you pronounce it.

And you can imagine that when reading a text if dyslexic

people are slowed down in their ability to access the phonological representation of

the words they are reading, this is accumulating as they are reading and

this causes difficulties in speed and accuracy.

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