coadi's model of psycholinguistics to ESL READERS

1. A PSYCHOLINUISTIC MODEL OF THE
ESL READER JAMES COADY
Prepared by: KOUIHI
Soukaina
Supervised by :
MADAOUI Ridouan

2. OUTLINE
1. Introduction
2. Reading from a psycholinguistic model
3. Fluent reader vs poor reader
4. Coadi’s reading process
5. Pedagogical applications and implications
6. Conclusion

3. WHAT IS READING ?
 Goodman has described reading as a
psycholinguistic guessing game by which a reader,
or any langauge user reconstruct a message which
has been encoded by a writer as a graphic display
(1971 p 135).

4. WHAT DO WE MEAN BY RECONSTRUCTION?
- Sampling
- Accuracy test
Testing Predicting Confirming

5. FLUENT VS NON FLUENT READERS
 Any reader will have a large number of doubts that
may arise. (Guessing game)
 All reader will read in accordance with this model
 yet, they can guess wrong.
 Fluent readers
 Poor readers

6. COADI’S MODEL OF ESL READER 1979
Conceptual abilities Background knowledge
Process strategies

7. EXAMPLES OF PROCESS STRATEGIES
1. Grapheme morphoneme correspondence
2. Syllable-morpheme information
3. Syntactical information ( deep-surface structure)
4. Lexical meaning (contextual meaning)
5. Cognitive strategies
6. Affective mobilizers

8. IMPLICATIONS/ APPLICATIONS
1. Put more emphasis on comprehension
2. Overcome weakneses in a certain strategy by
focusing more on the strengths you developed in
another strategy.
3. Individualized materials
4. Increasing reading speed
5. Intrests and background of the reader
6. Teacher’s role and student’ role

9. CONCLUSION
 Successfull reading requires learners to move
gradualy from concret strategies to abstract ones.
 A successful reader needs to combine between
language fluency and processing strategies.
 The goal of learning to use PS quickly and flexibly
can be acheived through Practice.

10. CONCLUSION