"it is not just that the eyes make possible the work of the reading mind, but that

the operation of the

eyes is the mind at work"

-Thomas Mc Laughlin

NEURO-PHYSIOLOGICAL PROCESS

NEURO

 The combining form of nerves or nervous system.

PHYSIOLOGICAL PROCESS

 The functions of living organisms and their parts, and the physical and chemical factors and
processes involved

primary visual Cortex

Fixation

Inter-fixation

Return Sweeps

Saccades

Regression

Span of Recognition

General Principles

$1.25

Friday, November 27, 2015

Flow of Information

Transactive View of Reading

DR 1, Unit 1.

mid brain

What do you call various eye movements?

Human Information Processing

Limited Capacity Assumption

Control Mechanism

"the root of mental life lie not only in the brain but ramify through the body and environment… it
cannot be reduced simply to brain processes inside the head"

-Evan Thompson

Two-way Flow of Information

Genetic Preparation

Reading As...

retina

Neuro-Physiological Process

Cerebral Cortex

The Reading Eye

NATURE & CONCEPTS ABOUT READING

Transcript

1.Instrumental- this is when the child uses language to express their needs.

2.Regulatory- this is where language is used to tell others what to do.

3.Interactional- language is used to make contact with others and form

relationships.

Prepared by:

Loralyn S. Dela Cruz

BSE IV-FIL

It is the process of decoding symbols for the purpose of deriving meaning and/or
constructing meaning. It is considered as the 3rd of the four language skills.

 listening
 speaking
 reading
  writing

4.Personal-this is the use of language to express feelings, opinions and

individualidentity.

5.Heuristic-this is when language is used to gain knowledge about

theenvironment.

6.Imaginative- language is used to tell stories and jokes, and to create

animaginary environment.

7.Representational-the use of language to convey facts and information.

READING AS A LANGUAGE PROCESS

Seven functions that language has for children in their early years.(Michael
Halliday)

Thank you For Listening...................

" Not all children learn to read at the same age, but they do
reach the same literacy milestones along the way. A child’s
understanding of spoken words and exposure to print has an
impact on early reading."
Reading is a complex process involving multiple skills and systems that must be coordinated in order to result in
fluent reading behaviors (e.g., Adams, 1990).

National Institute for Professional Practice

  Understand how reading considered as a developmental process.
 Discuss some developmental stages of reading

As with childhood milestones like learning to walk and talk, learning to read is a developmental process.

Reading involves the coordination of multiple systems including:

Learning Objectives:

Reading as Developmental Process

 1. Readingas a Neuro- physiological Process

 2. Special nerve cells which makes it possible for the brain and other parts of the body to send
signals back and forth. Neurons are the messengers of the brain. neurons: the messenger of the
brain neurons:
 3. Glial cells surround each neuron and act like a net to hold all its delicate parts in place.
Cerebral spinal fluid helps neurons send their messages. neurons: the messenger of the brain
neurons:
 4. types of neurons
 5. effector/ output neurons receptor neurons connector neurons
 6. receptor neurons Neurons found in theeyes, ears, skin, joints, and various organs. These
neurons have dendrites that are very sensitive waves. Receptor neurons also pick up changes in
your body’s position as well as changesin the tensionof your muscles.
 7. connector neurons Neurons that form linkagesbetween most of the neurons in the central
nervous system. They make up most of the brain, the spinal column, and the major sensory
nerves. They make up most of the reticular formation, the limbic system, and the cerebral cortex.
 8. effector/ output neurons Neurons that have axons that terminate in your musclesand glands,
where they excite reactions.
 9. the brain mechanisms of language
 10. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 1. sensory input
system 2. reticularformation 3. limbicsystem 4. analysisand storage system
 11. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 1. sensory input
system It includes the specialized sense organs and neurons which receive sensory
stimuliandrelay these tothe brainthroughthe spinalcord.
 12. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 1. sensory input
system 2. reticularformation 3. limbicsystem 4. analysisand storage system
 13. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 2.
reticularformation This is biologically called the thalamus. Arousalandattentiontakes place here.
 14. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 1. sensory input
system 2. reticularformation 3. limbicsystem 4. analysisand storage system
 15. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 3. limbicsystem
Biologically, this is called the hypothalamus. This is interconnected with the reticular formation.
This system controls your emotions. This is referred to as the motivation centerof the brain.
 16. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 1. sensory input
system 2. reticularformation 3. limbicsystem 4. analysisand storage system
 17. four brain mechanismsfor languagereception(Robeck &Wilson, 1976) 4. analysisand
storage system In biological terms, analysis and storage take place in the different areas of the
cerebral cortex.The cortex covers thewhole surface of the cerebrum.
 18. eye movements in reading
 19. regression fixation interfixation movements return sweep
 20. What is the passage about? The procedure is quite simple. First, you arrange things into
different groups. Of course, one pile may be sufficient depending on how much there is to do. If
you have to go somewhere else due to lack of facilities, that is the next step. Otherwise, you are
pretty well set. It is important not to overdo things. That is, it is better to do few things at once
than too many. In the short run, this may not seem important but complications can easily arise.
Soon, however, it will become just another facet of life. It is difficult to foresee any end to the
necessity for this task in the immediate future, but then one can never tell. After the procedure is
completed, one arranges the materials into different groups again. They can be put into their
appropriate places. Eventually, they will be used once more, and the whole cycle will then have
to be repeated. However, this is part of life. (Bransford and Johnson, 1973, p.400)
 21. GENERAL PRINCIPLES OF HUMAN INFORMATION PROCESSING
 22. GENERALPRINCIPLESOF HUMANINFORMATION PROCESSING noise Anything
that makes the build-up of information within a message unclear, or which conveys
noinformation.
 23. GENERALPRINCIPLESOF HUMANINFORMATION PROCESSING uncertainty When
there is more than one meaning to choose from in making sense out of a message.
 24. GENERALPRINCIPLESOF HUMANINFORMATION PROCESSING redundancy The
features of the message that make the meaning of themessageclearer.

What is Neuro-Physiological Process?

Visual Factor

the child's vision as it relates to reading and the task of

developing skills in visual discrimination.

The Ear
the ear is the anatomical organ that detects sound. Its not
only acts as a receiver for sound, but also plays a major role
in the sense of balance and body position.

The Brain

Neurons, the network communicators, send and receive

electrochemical signals in more thousandth of a second at
connection points called synapses.

" Reading as a Process"

Reading is a way of how we speak text which involves our

brain that processes the message from our body.

Reading as a Neuro-Physiological Process