Name : Zakaria Bintang P

NPM : 21602073050

COGNITIVE ISSUES IN READING

This chapter present more general about cognitive concept that inter with reading
comprehension. These concept help explain the effectiveness of various components of
reading abilities as they work in combination. The following concepts and cognition in
reading comprehension:

1. Implicit and explicit

2. Frequency, associative learning, co-occurence and emergence.
3. Attention, noticing and consciousness
4. Inferencing
5. The role of context in L2 learning
6. The role of background knowledge in L2 reading

The importance of these cognitive concepts for reading cannot be over estimated. They
constitute the foundations of learning theory for all cognitive and educational psychology.
They provide the basis not only for how reading comprehension works, but also for how it
develops.

IMPLICIT AND EXPLICIT LEARNING

Learning to read involves two fundamental learning processes: implicit learning and
explicit learning. Implicit learning involves the incremental growth of habitual associative
knowledge. It involves learning processing skills and language knowledge without being
aware of attending to the specific information that is learned. Implicit learning plays
fundamental roles in reading. Implicit learning underlies the reutilization of common default
strategies by skilled readers.

Explicit learning is not same with implicit learning. It involves conscious attention to,
and awareness of, the specific skills or language knowledge that a reader focusing on. It
requires rehearsal to establish a first memory of the information that can be registered in long
term memory and reactive for subsequent explicit processing. The example is, learning word
meaning by practicing with flash card would involve explicit learning. Explicit learning
would also involve learning about word parts or word roots in order to remember word
meaning intentionally infer word meanings from sets a words. Is would also involve learning
to use conscious strategies while trying to understand a difficult text.

Explicit learning applies to all levels of L2 reading skills and language resources, but
it is especially important as the foundation for higher-level processes in reading. Explicit
learning is the means whereby more complex attention comprehension processes can be
taught and learned. Strategic reading depends heavily on the initial explicit learning strategies
to establish themselves and then gradually become skilled routines. Similarly, learners’ met
cognitive and met linguistic awareness needs to be developed explicitly in L2. Understanding
the requirements for successful explicit learning should influence how reading is taught and
learned.

Both type of learning go on continually in learning to read in academic settings.

Reading task that involve that involve implicit and explicit learning

Implicit learning Explicit learning

1. Improving word recognition with 1. Learning new words on first
known words through fluent text encounters through explicit
reading and rereading definitions
2. Stabilizing and expanding word 2. Learning new word meanings by
meaning by exposed to words again noticing new uses of words and
in similar and new context. figuring out their meaning.
3. Expanding word meanings through 3. Learning new word meanings by
multiple incidental contacts with a intentionally making inferences from
word in consistent supporting context. context information.
4. Processing letter to sound 4. Attending to letter sound
correspondences by reading easy text. correspondences by direct instruction
5. Increasing word-reading fluency 5. Attending to words that are not well
through large amounts of extensive established by anything words that
reading reappear or intentionally using the
words.

A SKILL WE USE WHEN READING. ATTENTION, NOTICING AND

CONSCIOUSNESS
Attention is set of processes that in some combination allow us to notice input and focus
consciously on that input. In this way, attention support explicit learning.. Attention
processing of new information requires conscious awareness of this information. Attention
processing drives many cognitive processes that are critical for reading comprehension but
they are also used for many types of cognitive processing.

INFERENCING

Inferencing is not limited to a skill we use when reading. Because inferencing is such a
fundamental part of our cognitive processing and our interpretations of the world around us,
it should not to be reduced only to the level of a reading strategy or a learning strategy in the
educational sense. However, there are number of cases in which it makes perfect sense to
refer to inferencing as a reading strategy. Certain, types of inferences are not normally carried
out in our everyday interactions, but do apply to academic task, or to more complex and
chalenge textual input.

The roles of context in reading

Contextual information plays major roles in the various processes and sub processes of
reading. Context play important roles in the development of both the text model of
comprehension an the situation model of reading interpretation. as reader integrate a newly
active meaning preposition into growing text model, these propositional attachments are often
supported by contextual information that triggers. Context effects assist in the activation of
the most appropriate meaning of a word that has multiple meanings as the word becomes
active in working memory. Using contextual information to support comprehension a more
conscious level can builds coherence and is a good strategy.

Background Knowledge

Background knowledge is widely recognized as a major factor in reading comprehension

processes. It would be surprising if it were otherwise because background knowledge is just
another way to describe the information stored in our memory system and reading
comprehension is basically a combination of text input, appropriate cognitive processes and
the information that we already know. There is no debate that readers with considerably more
background knowledge on a topic read a text differently and more efficiently. These role of
background knowledge in reading is more complex than these demonstration might suggest.
The ways of background knowledge interacts with other concepts and skills. Knowledge
itself are divide into some categories: general knowledge of the world, cultural knowledge,
topical knowledge, and specialist expertise knowledge. All these complexities suggest that
the role of background knowledge on comprehension will vary in multiple ways depending
on the purpose for reading, the level of background knowledge directly accessible and the
student’s reading-comprehension skill. In a research, other L2 research has also demonstrate
some effects for background knowledge and other factor in second language reading. In
conclusion, background knowledge is not a strong predictor of reading comprehension
abilities with more general reading passages.