Philicia Randolph

Kathi Crittenden

Outline:

Introduction

Automaticity Theory & The Role of Attention In Reading

Key Components of Automaticity

Importance of Automaticity

Automaticity & The "Matthew Effect" Connection

Educational Implications

Conclusion

References

Automaticity in reading refers to the amount of attention required to complete a reading task. Popularized by LaBerge & Samuels in 1974, the theoretical underpinnings of the concept are found in the information processing theory. In their research, LaBerge & Samuels question the assumption that children can only process one component reading skill at a time. They assert that children are able to process more than one component reading skill as long as no more than one of the skills requires attention (p. 295).

According to Samuels (2006), the main difference between fluent and beginning readers is their selection of strategies utilized while reading. The selection of strategies used by beginning readers places more of a burden on short term memory than the strategies selected by fluent readers (p. 34). In his description of the strategy use, Samuels defines the four essential components of the reading process as: decoding, comprehension, metacognition, and attention. Describing reading as a complex process, Samuels relates that children need automatic processing to actively and simultaneously engage in the multicomponent skills that are required during the act of authentic reading. The key to understanding Automaticity Theory and the role of attention is that if tasks require more attention than is readily available by children, they will not be able to complete the tasks at the same time.

This figure reflects the comprehension of beginning readers

This figure reflects the comprehension of fluent readers

Source: Samuels, S.J. (2006). Toward a model of reading fluency. What research has to say about fluency instruction, 24-46.

Children process information through their visual, phonological, and episodic memory systems, until they can finally comprehend the information in their semantic memory systems, which is the ultimate goal of reading. There are three key components that serve to explain automaticity theory. The first concept is referred to as cognitive overload. As beginning or struggling readers attempt to read text, a disproportionate amount of their attention is spent decoding letters and/or words to the extent that they "overload" or overextend their cognitive capacity to attend to the meaning of what they are reading. Fluent or more experienced readers, on the other hand, automatically decode and use metacognitive strategies as they read, which actually "frees up" their cogntive resources and enables them to attend to and comprehend what they are reading. Building on a concept introduced by Donald Olding Hebb, Samuels (2006) refers to the second key component of automaticity theory that being unitization, which refers to ability of students to recognize letters and words as units in an automatic fashion. At the letter level, beginning readers must be able to distinguish letters and decompose the letters into distinct parts. Learning to decompose the letters involves three key stages. First, they learn the distinguishing features of the letters. Once students know the letters, they gain accuracy, but use a great deal of cognitive resources, as they slowly identify the letters. With sustained practice, the letters become unitized as students come to view letters as holistic units. At the word level, students must go through the same type of unitization process until they can automatically decode words and perceive high frequency words as holistic units. The last component of automaticity theory involves the interplay of training and a child's attentional center. According to LaBerge & Samuels (1974), automaticity is a developmental process that begins with letter discrimination and finally evolves in the unitization of words. Once students can automatically decode words, then they can focus their attention on employing the various strategies that will enable them to read with fluency and to comprehend what they read. Automaticity, however, occurs over time with appropriate and repeated opportunities for practice and/or training.

When students have mastered automaticity at the word level, they are able to read without overburdening their cognitive resources. In this sense, they can read without having to think about individual words and can focus on the semantic aspects of what they are reading. When students struggle with decoding at the letter or word level, their attention is detracted from the semantic features of what they are reading and is disproportionately directed towards figuring out what they letters or words are. Automaticity is critically important to the reading process, because it enables students to connect with text on a literal, interential, applied (Vacca & Vacca, 1996), and creative manner. Armed with the skill of automaticity, students are able to apply metacognitive strategies to their reading experiences so that they can effectively evaluate when the reading process is breaking down for them and so that they can employ the appropriate strategies to help them get back on track.

As stated earlier, automaticity refers to the amount of time one takes to complete a task. Automaticity is achieved when one can engage in two or more skills simutaneously and where one of the skills occurs automatically (ie., decoding) so that they other skill (ie., comprehension) can receive the majority of a student's attention. Accuracy refers to prosodity and one's ability to read without errors. The major difference between automaticity and accuracy is that accuracy is not enough of a criterion to pass to other skills. No matter how few errors children make when they read, if they lack automaticity and are not able to attend to word meaning at the semantic level then they are merely "word callers" and not actively engaging and connected with printed media.

Automaticity & The "Matthew Effect" Connection

Samuels likens the process of improving reading ability to the training or practice that an athlete undergoes to become athletically proficient. The underlying assumption is the more athletes train, the more automatic their skills will become. Keith Stanovich (1984) uses a similar term referred to as Matthew Effects to demonstrate that the more readers read, the better they will become. The reverse holds true as well that the dearth of reading practice for struggling readers will lead to continued failure. The point is clear as it relates to the underlying philosophy of both developmental approaches to reading: Individuals that have early rich educational experiences are better able to utilize those experiences more effectively than those who do not.

Students who do not achieve automaticity in decoding, comprehension, metacognition, and attention will struggle with either learning to read or will be unable to effectively connect with text. Struggling readers are often frustrated and exasperated at the end of reading a selection because while they have gotten through the passage, they cannot recall what they read and must reread the passage. Many struggling students come to disdain reading and avoid reading, which perpetuate the cycle of failure for them. Repeated Readings is one strategy that teachers can use that help students become familiar enough with particular readings as a form of automaticity training. However, as teachers use the strategy and variations of it, they should be mindful of the key difference between automaticity & accuracy. Sometimes it is necessary to compromise the goal of accuracy to help a student improve automaticity skills in reading. In addition, teachers must be sure to help students develop their sight word recognition skills since 99% of words that a good reader encounters are part of their sight vocabularies (Vacca, Gove, & Vaca, 2005). One resource that teachers can use to help students learn sight word is commonly referred to as the Dolch Sight Word Lists. Vocabulary development is also an essential part of reading instruction and should not be neglected. Strong oral and written vocaublary skills helps students to use their background knowledge to connect with text, which leads to an increased capacity to remember and retain what they read.

The goal of authentic reading is read text and printed media with a level of precision and automaticity that enables the reader to understand and to connect with whatever is being read. Reading is a form of communication that is currently out of reach to scores of people, both old and young. From this perspective, one of the most critical (aside from helping students discover the joy of reading and lifelong learning) is to teach them how to "flow" as they read because:

******References:

LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

External Links:**

Automaticity & Cognitive Processes

http://coe.sdsu.edu/eet/articles/automaticityala/index.htm

Listening to Children Read Aloud: Oral Fluency

http://nces.ed.gov/pubs95/web/95762.asp

Automaticity Power Point

http://www.flreads.org/Publications/quarterly/samples/automaticity.ppt#339,17,Now say the word aloud.

Great fluency center activities

http://np.harlan.k12.ia.us/reading_center.htm

Differences Explained Between High Frequency, Dolch Words, & Sight Words

http://www.edconsultmidwest.com/articles/highfrequency.htm

Dolch Word Lists

http://www.createdbyteachers.com/sightfreemain.html

Dolch Word Lists

http://www.english-zone.com/reading/dolch.html

Commentary by Vanessa Avis

I believe you were very thorough in your discussion of automaticity and have excellent internal and external links. Listed below are a couple of errors I noted and a couple of suggestions that may make it easier to read your page. Overall, I think the two of you did an excellent job!

First quote on page...repetition is spelled incorrectly.

Under the heading, The Key Differences Between Automaticity and Accuracy, in the first sentence there is a repetition of the words...the amount of time

Under this same heading in the last sentence it reads printer media and I believe you mean printed media.

As for the links you have set up, it would be easier to navigate back and forth to your page if you would create links on each of your supplementary pages back to your automaticity page. It was suggested in class that you head each of these pages with the word automaticity in the top corner.

My last comment is that I would have liked links that defined Information Processing Theory and metacognitive strategies in your own words. I know you have a page defining the theory, but it is still quite lengthy and the reader is required to navigate to a couple of different pages to find the answer. Overall, it just took the flow out of the reading. I don't believe metacognitive strategies were defined and this is a significant point in your page.

Commnetary by Sara Sewell

Great job explaining the concept of automaticity. I agree with Vanessa that providing a short page on the Information Processing Theory would be helpful. I wanted to note that there is a a break in fluidity when the reader is forced to navigate away from the page to view the graphics. It would be great if you put the actual visual in the page, not just the link. Dr. Barnes or I can show you how to do that if you do not know. You did a nice job of condensing all of the infomation and research. The writing is very professional, however, if this were to be used for practical everyday reference the reader might appreciate simpler vocabulary. I really enjoyed the center activities link!