Contextual reading and metalinguistic processing: theorectical considerations

Abstract

The act of reading is not a simple process, as it involves a series of cognitive operations, specially metalinguisticoperations. Studies that investigate the role that these abilities play in reading show that the capacity to reflect upon word's sounds, phonological awareness, contributes to reading single words and reading comprehension. Others point out that syntact and semantic cues from context are a powerful resource for aiding reading, especially for readers, that experience difficulties, as they help the child to recognize words without phonological mediation. Recently, interactive models suggest that contextual reading interact with syntactic/semantic information. This papers discuss this issue theoretical implications.