A THEORETICAL EXPLORATION OF INFORMATION PROCESSING MODELS IN MULTILINGUAL READING COMPREHENSION
Keywords:
multilingualism, reading comprehension, information processing models, foreign (L2, L3) language acquisitionAbstract
This paper presents a theoretical examination of information processing models in the context of multilingual reading comprehension. Focusing on models such as bottom-up processing and top-down processing, we explore how readers integrate textual information with their background knowledge and how they extract meaning from texts. The aim of this paper is to present a comprehensive overview of these processing models and their significance to multilingual reading comprehension, analyzing each model separately and explaining its application in this context. Furthermore, we investigate the role of these processing models in facilitating and improving reading comprehension of written materials. Practical implications for educators in multilingual settings are discussed, emphasizing the importance of balancing bottom-up and top-down processing to enhance reading proficiency among multilingual learners. Тhis paper contributes to a deeper understanding of the cognitive mechanisms underlying multilingual reading comprehension which leads to applying effective pedagogical approaches for enhancing reading proficiency in foreign languages, referring to L2 and L3.
References
Anderson, N. (1999). Exploring Second Language Reading Issues and Strategies: Boston: Heinle & Heinle Publishers.
Anderson, Neil J (2000). Individual Differences in Strategy Use in Second Language Reading and Testing. The Modem Language Journal 75(2): 92-93.
Barnett, Marva A (1989). More than Meets Eye: Foreign Language Learner Reading: Theory and Practice. Englewood Cliffs, N. J.: Prentice Hall Regents.
Bernhardt, E.B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood NJ: Ablex.
Carrell, P., & Eisterhold, J. (1988). Schema theory and ESL writing. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive approaches to second language reading (pp. 73-92). Cambridge: Cambridge University Press.
Cao, P. (2023). Exploring the Effect of Pictures on Second Graders’ Oral Reading Behavior and Comprehension [Doctoral dissertation, University of Florida].
Daskalovska, N. (2020). Теоријата на шема и процесите на читање. Годишен зборник 2020 - Филолошки факултет, УГД - Штип, 11(15), 9-15. ISSN 1857-7059.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Taylor & Francis Group: Journal of the Reading Specialist, 6(4), 126-135.
Goodman, K. S. (1982). Language and literacy: The selected writings of Kenneth S. Goodman. Routledge.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.
Grabe, W., & Stoller, L. F. (2002). Teaching and researching reading. Harlow, UK: Pearson Education.
Koda, K. (2005). Insights into second language reading: A cross- linguistic approach. Cambridge: Cambridge University Press.
Kusumarasdyati, K. (2023). Reading Comprehension in EFL: An Overview. In Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022) (pp. 782-791). Atlantis Press.
Nuttal, C. (2000). Teaching Reading Skills in a Foreign Language, London: Heinemann Educational Books.
Ousman, H. D. (2020). The importance of schema in reading comprehension. [Master's thesis, Universidad del Norte].
Rumelhart, D. E. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance VII (pp. 573-603). Hillsdale, NJ: Lawrence Erlbaum.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-520.
Silva, R. C. (2019). Schema theory: an introduction and its application in EFL reading classroom. R. Letras, 21(34), 157-169.
Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading research Quarterly, 16(1), 32-71. doi: 10.2307/747348
Swaffar, J. K., Arens, K. M., & Byrnes, H. (1991). Reading for meaning: An integrated approach to language learning. Prentice Hall.
