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Automaticity
Jeri Stickney Phillips
Contents
• Discussion of Research• Lower-Elementary Lesson Plan• Upper-Elementary Lesson Plan• High School Lesson Plan• References
Research - Definition
• Automaticity is a part of reading fluency
• Definition 1: Fast, accurate and effortless word identification at the single word level ( Hook & Jones, 2002).
• Definition 2: Ability to perform complex skills with minimal attention and conscious effort (Samuels & Flor, 1997).
Research - Importance
• Essential for higher order processing• Allows for low-level skills to be
performed without taxing working memory
• Denotes skilled performance• Performance is accurate and
seemingly effortless• Better retained in long term memory
if automatized (Samuels & Flor, 1997)
Research – Old & New Theories
• Property-Based Theory– Based on properties of automaticity– Ex: Speed, Effortlessness– Not Explanatory
• Memory-Based Theory– Cognitive Mechanisms describe properties
of task performance (Rawson & Middleton, 2009).
• Brain Research– fMRI scans– Neural Pathways
Research – Memory-Based
• Information Reduction– Focus attention on task-relevant
info; ignore redundant
• Algorithm Efficiency– Performance speeds up with
practice; improves efficiency
• Instance Theory– Algorithm and retrieval routes to
interpretation race in parallel (Rawson & Middleton, 2009)
Research – Brain-fMRI
• Brain fMRI Scans
• Three neural routes for reading
• 2 are slower and more analytical: Parieto-Temporal and Frontal
• Occipito-Temporal is faster
• Reader forms neural model of spelling, pronunciation, meaning
• Store in occipito-temporal system if enough repetition
• Seeing word in print activates word form and relevant info about word
• Poor readers do not access the occipito-temporal neural route (Shaywitz, 2003)
Research – Strategies
• Six Syllable Types• Accents• Speed Drills• Air Writing• Orthography (Hook & Jones, 2002
Research - Orthography
• Regular for Reading and Spelling– mat, sprint
• Regular for Reading, but not Spelling– boat, rain
• Rule Based– Planning, baking
• Irregular– Beauty (Hook & Jones, 2002)
Lower-Elementary Lesson Plan
• 3 students per group• Students each have a part in
a Reader’s Theatre play• Students make props and
stage directions• Students practice/rehearse
play each day for a week• Students perform play for
class/other classes on Friday
Upper- Elementary Lesson Plan
• Pair students• Students read a short story and
answer vocabulary and comprehension questions
• Timed Readings: Each student in pair takes 2 turns reading a short story and counts how many words
• Students move a cut-up happy face on a wall chart to show how many words they read
• Timed readings are repeated every other day for 2 weeks
• Repeat with a new story
High School Lesson Plan
• Pair Students• Have students prepare a power
point of a poem• Students mark where they intone
the poem as loader, silence, quieter, questioning, etc.
• Pairs practice reading their poems to each other
• Each student in pair takes turns performing poem on power point for class/other classes
ReferencesHook, P. E., & Jones, S. D. (2002). The importance of
automaticity and fluency for efficient reading comprehension. Resource Room Retrieved July 7, 2009, from http://www.resourceroom.net/readspell/2002_automaticity.asp
Rawson, K. A., & Middleton, E. L. (2009). Memory-based processing as a mechanism of automaticity in text comprehension. Journal of Experimental Psychology / Learning, Memory & Cognition, 35(2), 353-370.
Samuels, S. J., & Flor, R. F. (1997). The importance of automaticity for developing expertise in reading. Reading & Writing Quarterly, 13(2), 107.
Shaywitz, S. (2003). Overcoming dyslexia. New York: Vintage Books.