25. Based on this passage, GaAs differs from silicon semiconductor in that ________________.
(A) it is not made from a single element
(B) electrical circuits operate at a lower speed
(C) its development is more mature
(D) it is cheaper to produce
In describing the linguistic foundation upon which reading instruction should be based,
understanding the nature of the reading process becomes a critical issue. According to some
researchers, sound reading instruction and the development of reading programs “presuppose a
clear understanding of the nature of reading and the fundamental processes involved.”
Conceptions of “reading” may range from extremely narrow to extremely broad; they are
confined to the decoding of printed symbols at one extreme and they move through the grasping of
literal meaning and the interpretation of ideas to the inclusion of changes in behavior that result
from decoding at the other extreme.
There are many theories as regards to “reading.” Firstly, reading is conceptualized
as the mechanical skill of decoding, a process of turning the printed symbols into the sounds. The
main reason we turn the print into sound is to get at the meaning. We decode the printed symbols
in order to hear what they “say.”
Secondly, reading involves partial use of available minimal language cues selected from
perceptual input on the basis of the reader’s expectations. As this partial information is processed,
tentative decisions are made to be confirmed, rejected, or redefined as reading progresses.
Thirdly, reading is conceptualized as a mental process—a dynamic, active way of
performing—and it can be taught that way. It is a mental process in the sense that it is of the mind,
that it is cognitive.

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