Language Constraints and the Functional Stimulus in Reading

George W. McConkie · David Zola

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Reading and Literacy Development Second Language Acquisition and Learning Neurobiology of Language and Bilingualism

Abstract

This chapter provides the opportunity for contextual influences on the functional stimulus to be manifested in the data patterns. It explains the nature of the functional stimulus in reading—that is, what aspects of the text stimulus are being attended to or used for reading. Given that the eyes are centered at a certain location for a fixation and that attention is given to a particular region of the text, the final question concerns whether language constraints influence what aspects of the text are used in reading. Contextual information refers to all other information the reader has up to that point that places constraints on what the presently available visual information might be. Thus the reader's knowledge of the language and of the topic being discussed may be brought into play to aid perception by guiding the eyes in a manner that contributes to efficiency.

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References

1971Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations.1978What Classroom Observations Reveal About Reading Comprehension Instruction 1981Learning to Learn: On Training Students to Learn from Texts 1976What guides a reader's eye movements?1963Stimulus information and contextual information as determinants of tachistoscopic recognition of words.1979Training Self-Checking Routines for Estimating Test Readiness: Generalization from List Learning to Prose Recall 1979Effects on Poor Readers' Comprehension of Training in Rapid Decoding 1982Influence of questions on the allocation of attention during reading.

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1985The Effects of Prior Knowledge and Oral Reading Accuracy on Miscues and Comprehension 1982The Dependence on Graphemes and on Their Translation to Phonemes in Reading: A Developmental Perspective 1993The Language Code: Issues in Word Recognition

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