A Comparison of Nineteenth- and Twentieth-Century Models of Reading in a Second Language.

ABSTRAcT Nineteen thand twentieth-century models of first and second language readibg arg examined and compared. Figures are provided'ol six models that propose relationships among visual input and processes; auditory input, phonological processes, and 1 comprehension. These models illdstrate the processes 'thatmay be aperating'in persons who achieve their initial literacy,in a second language and in,those who learn to.read in a second languSgeafter becoming literate in their native'language. There is controversy , regarding whether comprehension is dependent on phonological processes or can occur directly frbm visual input in fluent readers. Six possible single routps and numerous multiple routes for comprehension' of Second language texts are identified. The ni,neteenth-century models are equally complex, providing for recoding of auditory input into'visual form as well as for reading aloud Without comprehension. In conclusion, there is a need for models that Summarize existing data, and for more complex models thafgenerate hypotheses. (RW) o