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This Concept Map, created with IHMC CmapTools, has information related to: Chapter 9 Reading, Certain types of relationships were more difficult than others for the subjects to compehend. Logical relationships in particular were much more difficult than referencial or lexical relationships. (Author) derive Three main implications, Reading Purposes and Strategies like Rivers and Temperly (1978: 187), Reading in Another Languague, Phonics approach is criticised 1) It deemphasizes mesaning in the reading process. 2) The complexity and relative unpredictability of sound-symbol correspondences in English. 3) Research into human memory and speech processing has also shown that phonics is problematic., Three main implications are Training students to make links between the text and what they already know can also help., Not processing print in a serial linear, step by step process. Nor as "visual taperecorders". Rather, it is interpret what is read in terms of what we already know, and we intergrate what we already know with the content of what we are reading. as shown In the line of research in second languague that concerns the effect on reading perfomane of readers'own internalizsed models or beliefs about the readingprocess., Reaserch Into Reading proposes The Transfer Hypothesis, Reaserch Into Reading is interested also in Cross-Cultural Aspects of Reading Comprehension, Davies and Greenn (1984) are "Good" Reading Tasks features, Bottom-up is The approach that views reading as the process of decoding written symbols into their aural equivalents in a linear fashion, Miscue Analysis Which states That reading is more than mechanical decoding, that the readers who are reading for meaning generate miscues that make sense semantically., Another Languague is Not done by every one., Cohesive relationships should be taught explicitly. In particular, logical relationships should be taught in academic reading programs. Exemplified by Task Types, Bottom-Up and Top-Down Approaches explained as Top-Down, Davis (995) who states Four Types of Reading, Devine (1988) proposes Key Questions: How do second language reader conceive of the reading process? How do these internalized model affect their reading performance?, Task Types according to Davies and Greenn (1984), Rivers and Temperly (1978: 187) determined Seven Main Purposes for Reading., Three main implications are Schema building activities and tasks, carried out before the students read, will facilitate their comprehension., Schema Theory viewed as Not processing print in a serial linear, step by step process. Nor as "visual taperecorders". Rather, it is interpret what is read in terms of what we already know, and we intergrate what we already know with the content of what we are reading.