МОДЕЛИ ЗА РЕАЛИЗАЦИЯТА НА ПРОЦЕСА НА ЧЕТЕНЕ В КОНТЕКСТА НА ОБУЧЕНИЕТО ПО АНГЛИЙСКИ ЕЗИК КАТО ЧУЖД
MODELS OF READING PROCESS IMPLEMENTATION IN THE CONTEXT OF ENGLISH AS A FOREIGN LANGUAGE INSTRUCTION

Summary/Abstract: This article aims to present information concerning the specific features of reading in English and the particularities of literacy acquisition in this language among learners with dyslexia. It reviews some of the most influential models of the reading process in English-language literature, focusing on the Dual Route Cascaded (DRC) model by Coltheart et al. (Coltheart et al., 2001) and its contemporary adaptations, such as the combined ST-DRC model (Pritchard et al., 2018). These models confirm the existence of two complementary pathways: the lexical route, which enables the automatic recognition of familiar words through the orthographic lexicon, and the non-lexical route, which functions via grapheme-to-phoneme conversion for novel or irregularly spelled words. The analysis of these models provides English language teachers, as well as teachers of other foreign languages, with a basis for making more informed decisions regarding strategies to support students with reading difficulties, including those with dyslexia.

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