Theoretical Models and Processes of Reading
A Dual Coding Theoretical Model of Reading
Dual coding theory was developed to account for verbal and nonverbal influences on memory, but it has been extended to many other areas of cognition. According to the authors, “the value of explaining reading under the aegis of a theory of general cognition is compelling. Reading is a cognitive act, but there is nothing about reading that does not occur in other cognitive acts that do not involve reading. We perceive, recognize, interpret, comprehend, appreciate, and remember information that is not in text form as well as information that is in text form. Cognition in reading is a special case of general cognition that involves written language.” In this chapter, the authors discuss how dual coding theory accounts for basic processes in reading, including decoding, comprehension, and response.
Sadoski, M., & Paivio, A. (2004).
A Dual Coding Theoretical Model of Reading.
In R.B. Ruddell, & N.J. Unrau (Eds.), Theoretical Models and Processes of Reading (pp. 1329-1362). Newark, DE: International Reading Association.