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As you doubtless noticed, sometimes the words matched the pictures and sometimes they didn’t. It probably felt more difficult to name the pictures when there was a mismatch. That’s because when an experienced reader sees a printed word, it’s quite difficult not to read it. Reading is automatic.Thus the printed word pants conflicts with the word you are trying to retrieve, shirt. The conflict slows your response. A child just learning to read wouldn’t show this interference, because reading is not automatic for him.When faced with the letters p, a, n, t, and s, the child would need to painstakingly (and thus slowly) retrieve the sounds associated with each letter, knit them together, and recognize that the resulting combination of sounds forms the word pants. For the experienced reader, those processes happen in a flash and are a good example of the properties of automatic processes: (1) They happen very quickly. Experienced readers read common words in less than a quarter of a second. (2) They are prompted by a stimulus in the environment, and if that stimulus is present, the process may occur even if you wish it wouldn’t.Thus you know it would be easier not to read the words in Figure 3, but you can’t seem to avoid doing so. (3) You are not aware of the components of the automatic process.That is, the component processes of reading (for example, identifying letters) are never conscious.The word pants ends up in consciousness, but the mental processes necessary to arrive at the conclusion that the word is pants do not.The process is very different for a beginning reader, who is aware of each constituent step (“that’s a p, which makes a ‘puh’ sound . . .”). FIGURE 3: Name each picture, ignoring the text. It’s hard to ignore when the text doesn’t match the picture, because reading is an automatic process. The example in Figure 3 gives a feel for how an automatic process operates, but it’s an unusual example because the automatic process interferes with what you’re trying to do. Most of the time automatic processes help rather than hinder. They help because they make room in working memory. Processes that formerly occupied working memory now take up very little space, so there is space for other processes. In the case of reading, those “other” processes would include thinking about what the words actually mean. Beginning readers slowly and painstakingly sound out each letter and then combine the sounds into words, so there is no room left in working memory to think about meaning (Figure 4).The same thing can happen even to experienced readers. A high school teacher asked a friend of mine to read a poem out loud. When he had finished reading, she asked what he thought the poem meant. He looked blank for a moment and then admitted he had been so focused on reading without mistakes that he hadn’t really noticed what the poem was about. Like a first grader, his mind had focused on word pronunciation, not on meaning. Predictably, the class laughed, but what happened was understandable, if unfortunate.
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Daniel T. Willingham (Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom)