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Psychological correlates of the reading process

Psychological correlates of the reading process Conceptual Backgrounds: de Hirsch 59 PSYCHOLOGICAL CORRELATES OF THE READING PROCESS KATRINA de HIRSCH, F.C.S.T. I shall try in this paper to discuss some of the structures and pro- cesses involved in the reading act in the light of Gestalt psychology and to apply some of the general concepts to children who are learning to cope with printed words. DEFINITION Reading is the successful response to the visual forms of language. The goal of reading is the understanding of graphically fixed language units. VISUAL ASPECTS Reading is obviously more than and different from seeing. More is involved than simple ocular functioning. The visibility of letters is not the same as their readability. Dyslexic children do see letters but they do not grasp their symbolic significance. Reading is not only a matter of perception, it is, in the last instance, an intellectual act. There are, of course, some reading disabilities which are related to visual problems. Robinson and Cleland refer to farsightedness and lack of binocular vision, to difficulties with visual fusion and depth percep- tion which contribute to reading problems. The 1940 report of the Los Angeles County Medical Association takes a different stand. "Only if visual acuity is http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Psychological correlates of the reading process

de Hirsch, F. C. S. T. Katrina
Annals of Dyslexia , Volume 13 (1): 13 – Dec 1, 1963
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References (34)

Publisher
Springer Journals
Copyright
1963 The Orton Society Inc.
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/BF02653608
Publisher site
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Abstract

Conceptual Backgrounds: de Hirsch 59 PSYCHOLOGICAL CORRELATES OF THE READING PROCESS KATRINA de HIRSCH, F.C.S.T. I shall try in this paper to discuss some of the structures and pro- cesses involved in the reading act in the light of Gestalt psychology and to apply some of the general concepts to children who are learning to cope with printed words. DEFINITION Reading is the successful response to the visual forms of language. The goal of reading is the understanding of graphically fixed language units. VISUAL ASPECTS Reading is obviously more than and different from seeing. More is involved than simple ocular functioning. The visibility of letters is not the same as their readability. Dyslexic children do see letters but they do not grasp their symbolic significance. Reading is not only a matter of perception, it is, in the last instance, an intellectual act. There are, of course, some reading disabilities which are related to visual problems. Robinson and Cleland refer to farsightedness and lack of binocular vision, to difficulties with visual fusion and depth percep- tion which contribute to reading problems. The 1940 report of the Los Angeles County Medical Association takes a different stand. "Only if visual acuity is

Journal

Annals of Dyslexia – Springer Journals

Published: Dec 1, 1963

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