The Reading Process

by: Libby Doherty

Introduction

'I learned to read in prison - there was nothing else to do!'

'I hate reading - it's boring!'

'Reading does my eyes in and my head. I can't remember what I

read so what's the point?'

'Sometimes I pick up the paper and wish I could read what it says.'

These are just some of the things people say to me with regards reading - you may
identify with some, all or none of them. But whether we like it or not, reading is an
important and valuable tool to have in the world we live in today.

The word 'reading' is actually from an Anglo-Saxon word 'raedan'. Translated, this
actually means 'to advise oneself'. Reading is a skill which allows us to learn
independently and rely on one self to gain the knowledge we may/may not wish to
gather.

Sure, I have had clients say that they've managed to 'get by', so what does it matter
if they can read or not? And for some people that's a reasonable attitude to take.
But I believe that for many dyslexic people simply 'getting by' is not enough. The
far reaching, three dimensional, lateral thought of a dyslexic individual should not
be underestimated. Whilst reading is, initially, an uncomfortable process for many
dyslexic individuals - it doesn't have to be. So, I hope you enjoy at least some of
the knowledge in this pack and 'advise oneself' accordingly!'

Libby Doherty
November 2000.
The Reading Process
Reading is a directional process: from Left to right.

Did you know....?

It only takes 2 muscles in your eyes to look up and down. To look from
left to right, on the other hand, takes all 11 muscles and is much more
strenuous.

Try it yourself but remember to keep your head still! By doing this
several times a day, you can actually strengthen your eye muscles,
which may make reading easier in the long run!

Reading Speeds
Believe it or not, adjusting the speed of your reading can make a difference and
help you become a better reader. Reading can be seen as a bit like riding a bike.

The SLOW reader does not gain enough momentum in If you are a SLOW reader...
reading to progress. In other words, too much time is
taken on figuring out each individual word so its hard to
remember or take in what you are reading!

Wobbling and about to fall off...

The FAST reader tends to race ahead and read so quickly, If you are a FAST reader...
they have no idea what's happened or what's going on.
They may even miss whole words or lines out and because
they are going so fast, may not realise any mistakes they
may have made whilst reading.
'Racing...can't see where
you're going...

So, the best thing is to be a STEADY reader! The STEADY reader...

The steady reader reads fluently, can read ahead and take
in what's going on. We can all learn to read like this.
However what is important to realise is that we need to be
flexible when we are reading. And this really depends on 'Smoothly, moving along nicely...
WHAT we are reading.

Recap
People tend to read at different speeds depending on what they are reading.
Whilst it is best to aim for being a steady reader, we need to remember to be
flexible when we are reading.
The Power of Prediction
Take a look at the following sentence which has been divided into 'a' and 'b'. Either
write down or say what you think it says.

Which part of the sentence did you find easier to read? On the first part the top of
the words have been blocked out. It actually says Danny always wears Moschino
Trousers.

In the second half of the sentence, the bottom half of the words have been
blocked out. Whilst this took time to work out, it should have been easier to
figure out than the other one. It actually said and a Ben Sherman shirt.

So, two questions that can be asked from this exercise:

Why is it easier to guess a word seeing the top half rather than the bottom one ?
What the hell has this to do with reading anyway?!!
The answer to the first question is really quite simple and to answer it we need to
take a closer look at the 26 letters of the alphabet, which is what makes up the
words in the first place!

The 26 letters of the alphabet are:

Take a look at the letters with the top half missing.

Now compare them to the ones with the bottom half missing.
A closer investigation shows that the letters

are the only 5 letters that sit off the line in the alphabet. All the remaining 21
letters sit above the line. The majority of words are therefore easier to predict
when the bottom half is missing.

Which brings us onto question 2 - what does this have to do with reading?

In a nutshell, it is better that our eyes focus slightly above the words so that the
chances of predicting the words are increased. To understand this, we need to
explore the eye itself, how it 'works' and break down exactly what does happen
when we read.

Recap
The eye finds it easier to focus on the top half of the words, which may increase
reading ability because the brain will try and predict what is being read.
back to top
The eye - What you see is what you get?
Here is a side section image of the eye itself - it is a camera that allows us to view
the world in all its splendour and for others to look into the 'doorways' to the
soul.
When we read, contrary to what many people
believe, the eye is not constantly moving. In order to
see anything clearly, the eye has to stop for a
fraction of a second so that a still image can be sent
to the brain.

When reading your star sign in the newspaper, for

example, your eyes are moving in sweeping, jumping
movements, along the lines, stopping periodically for
a fraction of a second to focus on the image. This, in
scientific terms, is what is known as 'fixations'. What
is amazing is that whilst the eye is moving along the line, it does not actually 'see'
anything. It therefore takes in written information in short gulps. In terms of the
camera image, the eye is 'snapping' pictures and sending them to the brain to be
interpreted. A bit like a scanner on a computer!

So, the eye doesn't take in every word on every line. Instead it uses what is known
as peripheral vision. Peripheral vision can be described as 'seeing out of the corner
of your eye'. A footballer, for example, usually develops a good sense of peripheral
vision - i.e. he/she needs to be aware of the players around him, as well as be
focused on the ball.

When reading, the eye works in the same way. The eye has to scan over three or
four words at a time constantly and be aware of the line above and below the line
of focus. This 'blurred' view allows the brain to tell the eyes where to focus on
next allowing the chances of predicting the word correctly to increase. By reading
ahead, this will also give the eye time to go back to get more information- if the
brain requires!

Recap
When we read, contrary to what many people believe, the eye is not constantly
moving. In order to see anything clearly, the eye has to stop for a fraction of a
second so that a still image can be sent to the brain.

Your eyes move in sweeping, jumping movements along the line stopping
periodically for a fraction of a second to focus on the image.

Your eyes take in written information in short gulps. In terms of the camera image,
the eye is 'snapping' pictures and sending them to the brain to be interpreted - like
a scanner on the computer.
Fixations
11 fixations:
Danny / always / wears / his / Moschino / trousers / and / a / Ben / Sherman / shirt.

This is what a slow, stilted reader tends to do. He / she will focus solely on one
word at a time. When reading more than one sentence, chances are that it will be
hard to remember what is being read , the eyes may water or the words may even
go blurry.

6 fixations:
Danny always / wears his / Moschino trousers / and a / Ben Sherman / Shirt.

This is better because the eyes are starting to make sweeping movements.
However, this is still not quite enough and will still come across as being slightly
stilted.

4 fixations:
Danny always wears / his Moschino trousers / and a / Ben Sherman belt.

This is ideal. The black dots are the ideal place where your eyes should fix allowing
your eyes to scan ahead and predict the next words. By focusing on the top of the
words, this will help develop fluent reading skills including the taking in of
information read.
Seeing is believing - the power of recognition.
Having looked at what the eye does, it is now time to explore how the brain
recognises the words in order to make sense of what it is we are reading.

Whilst the eye is busy 'scanning' the words, the brain is busily trying to make sense
of the information being sent to it. Like a computer, the brain works speedily,
feeding the information into its database, sorting it out and filing it, finally sending
the messages back in order that we can make sense of it.

Take a look at the sentences below. Here are your eyes looking at the word
'small'. Your eyes first scan this word up to the brain, whose job, as already
discussed, is to look for ways of recognising it. There are three main ways the
brain does this.

One way, is what we term, visual recognition - that is, the brain looks in its visual
databank for the word that has been scanned and compares it to similar ones until
it matches the word up. That is why practice really does make perfect when it
comes to reading for the more you read, the more words will be scanned and
photographed into your visual memory and become instantly recognised.

The second way is for the brain to sound out the words - this is known as auditory
recognition or sound. This can be likened to having a tape player inside of your
head that tapes the words so that they can be 'played back'. By checking the
sounds in the word the brain will try and match it to one already on the tape.

The third way is the semantic route - which is related to the meaning of the word.
This can be compared to having a dictionary inside your head that the brain can
check as a reference point. Usually this will involve the surrounding words and
thus if the sentence does not make sense, the brain will tell the eye to go back and
try and make sense of the word.

Those readers that are dyslexic are likely to have difficulty with all or any of the
three routes illustrated above.
So lets take a real sentence to illustrate what I mean:
There are many small mammals that inhabit the riverbank.

Someone with visual recognition difficulties may read this sentence as:

There are many smell mummies that inhabit the riverbank.

Whereas someone with auditory processing difficulties may read it as:

There are many small mammes that inhit the riverbank.

On reading the sentence incorrectly, often checking the meaning of the sentence
will tell us if it makes sense. That's where our internal 'dictionary' comes into play.
Neither of the sentences 'sound' correct or 'look' correct and don't make sense
either.
The Reading Process is published by Dyspel.

Dyspel supports dyslexic socially excluded and disadvantaged people in the

community. We work with prisons, Connexions, Working Links and organisaitons
across the UK, carrying out full diagnostic assessments and providing one to one
tuition.

Dyspel is a service managed by London Action Trust, one of London's leading

crime reduction and community safety charities.

If you would like to find out more about Dyspel or need information about
referring a client or attending our training please phone or email us on020 7793
3722 or info@dyspel.org.uk.

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