The interplay between automatic and control processes in reading

Reading involves a combination of automatic processes and control processes. Automatic processes occur effortlessly and make minimal demands on attention and working memory. They develop due to extensive practice. Control processes, on the other hand, involve the allocation of attention and working memory; for instance, when a reader reads difficult text, decodes unfamiliar words, or resolves an inconsistency in text. Although important models of reading acknowledge the existence of these qualitatively different processing types, these models have yet to provide a detailed account of how automatic and control processes combine to produce successful text comprehension and the trade-offs between the two. This article reviews prominent reading theories in light of how they address this issue. Additionally, the Compensatory-Encoding Moder (C-EM) of reading is presented. It explicates how, when, and why automatic and control processes interact and has important educational implications. especially for the interpretation of standardized test results.