Reading

Part of a series on
Reading
Learning to read Reading readiness Vocabulary development Vocabulary learning
Scientific theories and models Dual route theory Simple view of reading Science of reading Scarborough's Reading Rope The active view of reading model
Cognitive processes Comprehension Phonemic awareness Phonological awareness Subvocalization Word recognition
Reading instruction Analytic phonics Basal reader Concept-oriented Directed listening and thinking activity Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Sustained silent reading Synthetic phonics Whole language
Reading rate Fluency Slow reading Speed reading Words per minute
Readability Automatic assessment Legibility Readability test
Reading differences and disabilities Dyslexia Hyperlexia Reading disability Reading for special needs
Language Alphabetic principle Braille Dolch word list Grapheme History of printing Language Morpheme Orthography Phoneme Sight word Vocabulary Written language Writing Writing system
Literacy Critical literacy Close reading Distant reading Family literacy Functional illiteracy Great books Literary criticism Literature Children's
v t e

Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.^[1][2][3][4]

For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.^[5][6]

Other types of reading and writing, such as pictograms (e.g., a hazard symbol and an emoji), are not based on speech-based writing systems.^[7] The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of braille).^[8]