Introduction

LaBerge-Samuels Theory of Automatic Information Processing

Practical Applications of the Theory of Automaticity

Research Findings

Suggested Strategies for Automaticity Training 

Conclusion

The theory explains that there are a number of memory components which all  information that is being processed can do without a lot of attention, hence automaticity. In the LaBerge-Samuel model the process used from print to meaning happen in the following order. The first component is Visual Memory and because information arrives in some context, episodic memory is next; followed by Semantic memory. The combination of visual and semantic memory accounts for word recognition and the theory of top-down processing which include Phonological Memory.  Laberge-Samuels allow for an interaction of visual information and knowledge as a basis for word recognition and the feedback loops from semantic memory to phonological memory to visual memory or a top-down process.  An example of that would be the following sentence, “Father cut the g_ _ _ _ _.”  In this example the mind thinks semantically as to what makes sense, then it looks at the spaces available to determine the phonological meaning while visually determining that the word is “grass”. (LaBerge-Samuel 1974).

Research Findings

Logan and Stanovich suggest that automaticity can be acquired without invoking resources limitation and attention but through memory phenomenon. They express it through the idea that in the beginning novice readers use general algorithm to perform tasks. As they gain knowledge they learn specific solutions to specific problems, which they retrieve when they encounter the same problem again. Eventually they abandon the algorithm because it is now automatic for them to arrive at the answer (Logan, 1988b). Anderson suggests a theory of memory and learning. It is comprehensively a study which states that effortful early learning will result in effortless skilled learning. There are three phrases to this theory : declarative knowledge, compilation and the procedural phrase which explain  the mechanism by  which attention can be withdrawn from a problem (Laberge-Samuel 1974). Schneider and Fisk suggest that practice changes controlled processing into automatic processing. According to them, automatic productions are modular and will develop when the component processes are consistent. They believe that practices makes what ever you're doing autonomous and reduces the direct attention that it would control (Schneider and Fisk, 1983). Overall, the theorist all share the same idea that there must be direct instruction and continual practice in order to see any improvement.

According to Rasinski (2006) instruction on accuracy, automaticity, and prosodic reading should take place together, in an inclusive and synergistic way. In addition, Rasinski relates that although repeated reading are one of the best ways to increase fluency and automaticity, students are not always motivated by this technique. One method that is effective in encouraging student participation in repeated reading is to have them give an oral reading performance of a passage.  Knowing that they will have to give an oral presentation gives students an incentive to practice, rehearse, and engage in repeated readings (Rasinski)  Furthermore, Rasinski suggests that the best text  genres to encourage repeated reading are poetry, song lyrics and readers theatre to name a few.   Additional techniques that have been shown to be effective in increasing automaticity and fluency include: reading easier texts, reading  text once for decoding purposes and then for meaning, , having  students read meaningful, interesting text at the students instructional level and  having  students listen to stories on tape as they read along in the text ( Laberge & Samuels 1974).