An Automatic Process
When proficient readers encounter text, the process of making meaning out of print is a rapid and often unconscious process. Proficient readers do not have to think about the words they are reading because “they occur below the level of consciousness” (Moats, 2020, p. 10). Just as expert musicians or athletes perform complex tasks effortlessly, skilled readers recognize words and extract meaning without conscious effort.
Four-Part Processing Model
For some, reading is not an automatic process, and they struggle to decode and comprehend text. To better understand why some students struggle and how proficient reading develops, researchers have developed various models. These include the Simple View of Reading, Ehri’s Phases of Reading Development, and Scarborough’s Reading Rope. One particularly useful framework is the Four-Part Processing Model for Word Recognition developed by Seidenberg and McClelland in 1989. While this model was developed before functional brain imaging, its characterization of word recognition processes is supported by current neuroscience research on reading. The Four-Part Processing Model is a simplified representation of the cognitive processing systems involved in reading (Moats & Tolman, 2019, p. 28).
Based on Seidenberg & McClelland, 1989
At the foundation of the Four-Part Processing Model are phonological processing and orthographic processing. The role of the phonological processing system is to “enable[ ] us to perceive, remember, interpret, and produce the speech-sound system of our own language and learn the sounds of other languages” (Moats & Tolman, 2019, p. 29). Essentially, the phonological processing system allows us to identify and use the sounds of language. The orthographic processing system supports the “recognition and recall of written language symbols” (Moats & Tolman, 2019, p. 30). This allows us to recognize and decipher letters and words in an efficient way (pp. 30-31). The connection between phonological processing and orthographic processing is often referred to as phonics. Phonics is a method of instruction that teaches students how to connect sounds to letters and letter combinations in order to accurately read and comprehend words (O’Connor, 2014, p. 54).
The Four-Part Processing Model positions the meaning processing system, also referred to as the semantic processing system, above the phonological and orthographic processing system. This system is responsible for making meaning of words encountered both in and out of context (Moats & Tolman, 2019, p. 32). It is a flexible processing system that grows and restructures as new words are learned (Moats & Tolman, 2019, p. 32). Vocabulary instruction plays a crucial role in developing the meaning (semantic) processing system. Effective instruction should be both wide—exposing students to a broad range of words—and deep, incorporating morphology instruction to enhance understanding (Moats & Tolman, 2019, p. 33).
The Four-Part Processing Model places the context processing system above the meaning (semantic) processing system to indicate that it is responsible for “interact[ing] with and provid[ing] support for the meaning processor” (Moats & Tolman, 2019, p. 33). It helps the reader decipher the correct word when words sound the same but have different meanings.
For example, the phonological processing and orthographic processing systems allow us to read the word “bug”. When the Meaning Processing System is activated it brings up associated meanings. We recognize the word bug as a synonym for an insect, but given that we are reading a book about spying, we use context clues to apply the appropriate meaning for the context. In this case, the context enables us to understand that “bug” refers to a spying device in the text.
The Four-Part Processing Model provides educators with valuable insight into reading development. The model supports the idea that educators should engage all four cognitive processing systems in reading instruction (Moats & Tolman, 2019, p. 28). By designing targeted instruction that engages all four processing systems, educators can help students become skilled readers.
References
Moats, L. C. (2020). Speech to print: Language essentials for teachers (3rd ed.). Paul H. Brookes Publishing.
Moats, L. and Tolman, C. (2019). Language Essentials for Teachers of Reading and Spelling (3rd ed). Dallas, TX: Voyager Sopris Learning.
O’Connor, R. E. (2014). Teaching word recognition: Effective strategies for students with learning difficulties (2nd ed.). Guilford Press.
AI-Assisted Editing Disclosure
This blog post was written and reviewed by our team, with editorial refinements made using ChatGPT, an AI language model. We used AI assistance to enhance clarity and readability while ensuring that the final content aligns with our expertise in literacy education.
