Integrating Cognitive Processing and Local Wisdom in Literacy Education: A Psycholinguistic Response to Reading Challenges in Gorontalo Primary Schools
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Abstract
Literacy challenges among primary school students in Gorontalo, Indonesia, show that reading development is shaped by both cognitive and cultural factors. This paper introduces the Cognitive–Cultural Literacy Model (CCLM), a conceptual framework that links how the mind processes language with how culture gives meaning to learning. The model integrates key elements of psycholinguistics—such as working memory, phonological awareness, and lexical retrieval—with Gorontalo’s local wisdom values of Dulohupa (deliberation), Huyula (mutual cooperation), and Mopotilolo (mutual respect). It argues that reading difficulties in Gorontalo’s coastal and rural schools are caused not only by teaching limitations but also by cognitive barriers made worse by multilingual environments and limited reading resources. Through culturally familiar stories and classroom practices, the CCLM helps reduce cognitive load, strengthen comprehension, and make reading more meaningful for learners. Overall, this study contributes to literacy theory by connecting psycholinguistic insights with sociocultural understanding, offering a practical foundation for developing literacy programs that are both cognitively sound and culturally relevant.
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