Information Processing Abilities and Reading

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Abstract
The LaBerge and Samuels (1974) information processing model is used as a framework to explain some aspects of reading disorder. According to the model, a major factor in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. To determine if the decoding is automatic, several simple techniques are suggested, such as listening for expression during oral reading. In order to build reading fluency and automaticity, practice is required, and the method of repeated reading is suggested. Two studies are reported that compared learning disabled with normals on classroom and laboratory tests of attention. In neither study were differences found between these two groups of students. Finally, a promising new way to study reading difficulty through rapid sequential naming is suggested.