THE BARRIERS TO READING COMPREHENSION texts They stand

THE BARRIERS TO READING COMPREHENSION (texts) They stand at several levels : - neurophysiological - educational (reader – text - context) barriers not covered in this “signs and meaning” project barriers listed by J. Giasson and covered in “signs and meaning” project ( partly at least).

To succeed in producing meaning, information has to follow a path : Perceptive entries Transmission to the brain and treatment by the latter in different places at the same time. Possible barriers in case of diverse lesions Not covered in “Signs and meaning” project. Production of meaning and pleasure

THE COGNITIVE ASPECT OF THIS COURSE : 2 1 Ability to identify words Ability + to recognize words Ability to read by group + of words = Fluency in reading (see J. Giasson Chapt. 3) Multiplicity of abilities required at the same time – see details in the following slides Production of meaning and pleasure Barriers partly covered in “signs and meaning” project Dyslexia not broached

Barriers covered in “Signs and Meaning” project. Difficulty ( barrier) to : ü Identify signs of meaning (at a sentence, paragraph, text, book level) Giasson (Chapter 3 - 5 - 6 – 7) ü Identify signs of cohesion of a sentence, text, book ( setting of links) : 3 barriers : reference Linking words inference (even beyond the text or the book) Giasson (Chapter 4 – 5 – 6 – 7 – 8)

Difficulty (( barrier) to : ü Convey the words read into practical meaning. (Giasson Ch. 8) ü Integrate information of the text to one’s own knowledge. (Giasson Ch. 8) üReason about the text, formulate an opinion on it. (Giasson Ch. 8) üAdopt a “meta” position relative to its processes and the processes necessary for understanding. (Giasson Ch. 8)

Difficulty ( barrier) to (continuation) ü Calling up prior knowledge essential to a good understanding, difficulty in increasing both the quantity and quality. § Knowledge of the language § Knowledge of textual structures § Knowledge of life, world, culture… (Giasson, ch. 1 to 10) ü Having command of enough vocabulary and difficulty in increasing the quantity. (Giasson, ch 11. )

Difficulty (( barrier) linked to : üthe emotional structure of the reader : selfconfidence, ability to take risks, representation of the reading, reading intention…(Giasson Ch. 1). üthe reading attention : To read (what for ? what goal ? ) (Giasson Ch. 1) To conclude, here are the barriers to reading comprehension in diagram form.

Oralization project Finding Difficulty in eaning clues for m Absence of project of Global meaning Memorization project Difficulty in : • conveyin What is the reading intention ? g the text in a prac meaning tical • integratin g the info rmation t his Know o ledge. • reasonin g on the text. Difficulty in elaborating Meaning hypothesis lack of self-confidence, misrepresentation of reading emotional structure of the reader Difficulty in adopting a “meta”postion READING COMPREHENSION DIFFICULTIES Non - command of a minimum amount of words Diff ic sign ulty in s of f coh inding esio n: References difficulty re lative to previous knowledge : Command of the language Reference Knowledge of life + culture Knowledge of literal structures Linking words Guessing the implicit (inference)