English302 - Reading Models

8/17/2019 English302 - Reading Models

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Theories

and Models

of Reading



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The Traditional View

A!!oring to Do&e et a&) ,-..-/

0 Reaers are passive re!ipients o+

in+ormation in the te1t)0 2eaning resies in the te1t an

the reaer has to reprou!e

meaning)



A!!oring to Nunan ,-..-/

0 Reaing in this view is $asi!a&&' amatter o+ e!oing a series o+

written s'm$o&s into their aura&

e3uiva&ents in the 3uest +or ma(ing

sense o+ the te1t)

0He re+erre to this pro!ess as the4bottom-up4 view o+ reaing)



0 Bottom – up Model

It is a reaing moe& that

emphasi"es the written orprinte te1t) It emphasi"es the

a$i&it' to e!oe or put into

soun what is seen in the te1t)



A!!oring to 2!5arth' ,-.../ He has !a&&e this view

4outside-in4 pro!essing%

re+erring to the iea thatmeaning e1ists in the printe

page an is interprete $'the reaer then ta(en in)



FEATURES OF BOTTOM-U MO!E"

0 The reaer nees to6-) Ienti+' &etter +eatures

7) Lin( these +eatures to re!ogni"e &etters

8) 5om$ine &etter to re!ogni"e spe&&ingpatterns

9) Lin( spe&&ing patterns to re!ogni"e

wors

:) Then pro!ee to senten!e% paragraph%

an te1t; &eve& pro!essing



V#E$S OF SOME RESEAR%&ERS

ABOUT T&E BOTTOM-U REA!#'(

MO!E"

"eonard Bloomfield6

0 The +irst tas( o+ reaing is &earning the

!oe or the a&pha$eti!a& prin!ip&e)

0 The meaning o+ the te1t is e1pe!te to

!ome natura&&' as the !oe is $ro(en$ase on the reaer<s prior (now&ege o+

wors



Emerald !e)hant

0 = >ottom;up moe&s operate on the

prin!ip&e that the written te1t is

hierar!hi!a&&' organi"e)0 That the reaer +irst pro!ess

sma&&est &inguisti! unit% graua&&'

!ompi&ing the sma&&er units toe!ipher an !omprehen the higher

units)



Gooman ,-.?@ !ite in *aran% -..?/

0 *resente reaing as aps'!ho&inguisti! guessing game% a

pro!ess in whi!h reaers samp&e the

te1t% ma(e h'potheses% !on+irm orreBe!t them% ma(e new h'potheses%

an so +orth)

0 The reaer rather than the te1t is atthe heart o+ the reaing pro!ess)



The S)hema Theor* o+ reaing a&so +its

within the !ognitive&' $ase view o+reaing)

Rume&hart ,-.@@/

0 es!ri$e s!hemata as "buildingblocks of cognition" whi!h are use in

the pro!ess o+ interpreting sensor' ata%

in retrieving in+ormation +rom memor'% in

organising goa&s an su$goa&s% ina&&o!ating resour!es% an in guiing the

+&ow o+ the pro!essing s'stem)



Rume&hart has a&so state that i+our s!hemata are in!omp&ete

an o not provie anunerstaning o+ the in!oming

ata +rom the te1t we wi&& have

pro$&ems pro!essing anunerstaning the te1t



Do&e et a&) ,-..-/ state that% $esies (now&ege

$rought to $ear on the reaing

pro!ess% a set o+ +&e1i$&e%

aapta$&e strategies are use to

ma(e sense o+ a te1t an tomonitor ongoing unerstaning)



FEATURES OF TO-!O$'

AROA%&

• Reaers !an !omprehen a se&e!tion

even though the' o not re!ogni"e ea!h

wor)

• Reaers shou& use meaning angrammati!a& !ues to ienti+' unre!ogni"e

wors)

• Reaing +or meaning is the primar'o$Be!tive o+ reaing% rather than master'

o+ &etters% &ettersCsoun re&ationships an

wors)




ABOUT T&E TO-!O$' REA!#'(

MO!E"

Fran+ Smith

0 Reaing is not e!oing written

&anguage to spo(en &anguage

0 Reaing oes not invo&ve the pro!essin

o+ ea!h &etter an ea!h wor)

0 Reaing is a matter o+ $ringing meaning

to print



enneth S) Gooman

0 = The goa& o+ reaing is !onstru!tingmeaning in response to te1t )) It re3uires

intera!tive use o+ graphophoni!% s'nta!ti!%

an semanti! !ues to !onstru!t meaning)

0 = It is one whi!h uses print as input an

has meaning as output) >ut the reaer

provies input too% an the reaer%

intera!ting with te1t% is se&e!tive in using Bust as &itt&e o+ the !ues +rom te1t as

ne!essar' to !onstru!t meaning)



• Ienti+'ing the purpose o+ the reaing

$e+ore reaing

•

Ienti+'ing the +orm or t'pe o+ the te1t$e+ore reaing

• Thin(ing a$out the genera& !hara!ter

an +eatures o+ the +orm or t'pe o+ the

te1t) For instan!e% the' tr' to &o!ate a

topi! senten!e an +o&&ow supporting

etai&s towar a !on!&usion

2lein stated that strategi) readers

attempt the following while reading4



• *roBe!ting the author4s purpose +or

writing the te1t ,whi&e reaing it/%

• 5hoosing% s!anning% or reaing in etai&

• 2a(ing !ontinuous prei!tions a$out

what wi&& o!!ur ne1t% $ase on

in+ormation o$taine ear&ier% prior

(now&ege% an !on!&usions o$taine

within the previous stages)



Intera!tive 2oe& emphasi"es the

ro&e o+ prior (now&ege or pre;

e1isting (now&ege in proviing the

reaer with non;visua& or imp&i!it

in+ormation in the te1t)

A&so% as the +a!t that the ro&e o+

!ertain (in o+ in+ormation;pro!essing s(i&&s is a&so important)



• Intera!tive approa!hes see the avent

o+ the in!orporation o+ $ottom;up an

top;own approa!hes to reaing ,Es(e'%-. Samue&s an ami&% -./)

• >oth moes o+ in+ormation pro!essing%

top;own an $ottom;up a&i(e% are

seen as strategies that are +&e1i$&' use

in the a!!omp&ishment o+ the reaing

tas(s ,5arre&& an Eisterho&% -.8 5arre&&% -.

5&ar(e% -.@. Es(e'% -. Gra$e% -./)

• Hen!e%the intera!tive approa!hes re&'

on $oth the graphi! an !onte1tua&

in+ormation)




ABOUT T&E #'TERA%T#VE REA!#'(

MO!E"4Emerald !e)hant

0 The intera!tive moe& suggests that the

reaer !onstru!ts meaning $' these&e!tive use o+ in+ormation +rom a&&

sour!es o+ meaning without aheren!e to

an' set orer)0 The reaer simu&taneous&' uses a&& &eve&s

o+ pro!essing even though one sour!e o+

meaning !an $e primar' at a given time)



2enneth (oodman

0 An intera!tive moe& is one whi!h uses

print as input an has meaning as an

output)

0 The reaer provies input too% an the

reaer intera!ting with the te1t% is

se&e!tive in using Bust as &itt&e o+ the

!ues +rom te1t as ne!essar' to!onstru!t meaning)



!a,id E3 Rumelhart

0 Reaing is at on!e a per!eptua& ana !ognitive pro!ess)

0 It is a pro!ess whi!h $riges an

$&urs these two traitiona& istin!tions)0 A s(i&&e reaer must $e a$&e to ma(e

use o+ sensor'% s'nta!ti!% semanti!%

an pragmati! in+ormation toa!!omp&ish the tas()



EMER(#'( REA!#'(

MO!E"S



STANOI5H 2ODEL ,-./

Intera!tive;!ompensator' reaing moe&)

Reaers who re&' on $oth >ottom;up an

Top;own pro!esses are epening on6

; reaing purpose

; motivation

; s!hema; (now&ege o+ the su$Be!t



ANDERSON an *EARSON S5HE2A;

THEORETI5 IEW

It +o!uses on the ro&e o+ s!hemata

,(now&ege store in memor'/ in te1t

!omprehension)S5HE2A THEOR

a) re&ationships among !omponents

$) ro&e o+ in+eren!e!) re&ian!e on (now&ege o+ the !ontent



• 5omprehension J intera!tion

$etween o& K new in+ormation• S!hema Theor'6 A&rea' (nown

genera& ieas su$sume K an!hor

new in+ormation• In!&ue6 a/ in+o a$out the

re&ationships among the !omponents%

$/ ro&e o+ in+eren!e K !/ re&ian!e on(now&ege o+ the !ontent% a$stra!t

K genera& s!hemata)



*EARSON an TIERNE RCW 2ODEL

0 Negotiation o+ meaning $etween writer K reaer who

$oth !reate meaning through the te1t as the

meium)

0 Reaers as !omposers6= the thought+u& reaer Mis the reaer who reas as

i+ she were a writer !omposing a te1t 'et +or another

reaer who &ives within her)

0 Reaer reas with the e1pe!tation that the writer

has provie su++i!ient !&ues a$out the meaning

0 Writer writes with the intention the reaer wi&& !reate

meaning



• 5onte1t is important• nowing wh' something was sai is

as !ru!ia& to interpreting the message

as (nowing what was sai

• Fai&ing to re!ogni"e author<s goa& !an

inter+ere with !omprehension o+ themain iea or point o+ view



• Fo!us on the thought+u& reaer with 9

intera!tive ro&es6-)*&anner !reates goa&% use e1isting

(now&ege% e!ies how to a&ign with the

te1t

7)5omposer sear!hes +or !oheren!e in

gaps with in+eren!es a$out the

re&ationship within the te1t

8)Eitor e1amines his interpretations9) 2onitor ire!ts the other 8 ro&es



MAT&E$SO'5S MO!E" OF

ATT#TU!E #'F"UE'%E

Attitue towar reaing ma' $e

moi+ie $' a !hange in reaer<s

goa&) Attitue has tri;!omponentia&!onstru!t6 ; !ognitive !omponent ;

a++e!tive !omponent ; ps'!homotor

!omponent



• A moe& that aresses the ro&e

that attitue an motivation p&a' inreaing

• Attitue intention to rea reaing

• Attitue towar reaing ma' $emoi+ie $' a !hange in reaer<s

goa&

• E1amp&es6 Topi! o+ no interest

E1amination on !omprehension



• Fee$a!( uring reaing ma' a++e!t

attitue an motivation6

• Satis+a!tion with a++e!t eve&ope throughreaing

• Satis+a!tion with ieas eve&ope through

reaing• Fee&ings generate $' ieas +rom the

reaing pro!ess)

•

Ieas !onstru!te +rom the in+ormationrea

• How the reaing a++e!ts va&ues% goa&s an

se&+;!on!ept



I+ we are to guie an ire!t our stuents%

we nee to (now where we are going%

whi!h paths are the most &i(e&' to get usthere% an whi!h paths are most &i(e&' to

$e ea ens) This means that% as

tea!hers o+ reaing% we must $e !ogni"anto+ our uner&'ing $e&ie+s or theories o+

&itera!' eve&opment6 how one $egins to

&earn to rea an how one eve&ops +romthat point into an in!reasing&' e++e!tive

reaer with a $roaening range o+ te1ts



As tea!hers % we must (now ;; in the

sense o+ ho&ing $e&ie+s that aregroune in e1perien!e an

in+ormation ;; how this &itera!'

eve&opment is a++e!te $' the

(now&ege% e1perien!es% an

!ognitive stage o+ au&ts)



&ail &*dra6



Referen)es4

TeachingEnglish | British Council | BBC ,

http6CCwww)tea!hingeng&ish)org)u( /

Anerson% R)5)% K *earson% *)D) ,-.9/) As!hema theoreti! view o+ $asi! pro!esses

in

reaing) In *)D) *earson ,E)/% Han$oo(

o+ reaing resear!h ,pp)7::;7.-/)White *&ans% N6 Longman)

http://www.teachingenglish.org.uk/



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