MODELS OF READING

Universidad del Turabo

Educ 551: Reading Processes

Dulcinia Núñez, Ph.D.

Content

Definitions of reading, word recognition, fluency, and reading comprehension

Definition of a model and reading models

The Reading Models Top-Down

Bottom-Up

Interactive

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Reading

Reading is a cognitive multifaceted process involving word recognition, comprehension, fluency, and motivation.

Readers integrate these facets to make meaning from print.

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Reading

It requires that we: Identify the words in print – a process called word recognition.

Construct an understanding from them – a process called comprehension.

Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency.

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Reading

Sometimes you can make meaning from print without being able to identify all the words.

Sometimes you can identify words without being able to construct much meaning from them.

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Jabberwocky by Lewis Carroll

‘Twas brillig, and the slithytoves

Did gyre and gimble in the wabe:

All mimsy were the borogoves,And the mome raths outgrabe.

Reading

Sometimes you can identify words and comprehend them, but if the processes don't come together smoothly, reading will still be a labored process.

It isn't as if the words

are difficult to identify orunderstand, but the spaces

make you pausebetween

words, which meansyour

reading is less fluent.

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Reading

Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex, and each is important.

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Learning to Read

In order to be able to read, a person must go through the following process:

1. Learn to recognize words

2. Learn to read fluently.

3. Comprehend what she reads.

4. Be motivated to read,

Word Recognition

Reading Fluency

Reading Comprehension

Motivation to Read

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Word Recognition

To develop word recognition, children need to learn: How to break apart and manipulate the sounds in words – this is phonemic awareness: feet has three sounds: /f/, /e/, and /t/.

Certain letters are used to represent certain sounds – this is the alphabetic principle: s and h make the /sh/ sound.

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Word Recognition

To develop word recognition, children need to learn: How to apply their knowledge of letter-sound relationships to sound out words that are new to them – this is decoding: ssssppooon – spoon!

How to analyze words and spelling patterns in order to become more efficient at reading words – this is word studyBookworm has two words I know: book and worm.

To expand the number of words they can identify automatically, called their sight vocabulary: Oh, I know that word – the!

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Reading Comprehension

To develop comprehension, children need to develop: Background knowledge about many topics: This book is about zoos – that's where lots of animals live.

Extensive oral and print vocabularies: Look at my trucks – I have a tractor, and a fire engine, and a bulldozer.

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Reading Comprehension

To develop comprehension, children need to develop: Understandings about how print works: reading goes from left to right.

Knowledge of various kinds of texts: I bet they live happily ever after.

Various purposes for reading: I want to know what ladybugs eat.

Strategies for constructing meaning from text, and for problem solving when meaning breaks down: This isn't making sense. Let me go back and reread it.

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Reading Fluency

To develop fluency, children need to: Develop a high level of accuracy in word recognition

Maintain a rate of reading brisk enough to facilitate comprehension

Use phrasing and expression so that oral reading sounds like speech

Transform deliberate strategies for word recognition and comprehension into automatic skills

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Motivation to Read

But if reading isn't pleasurable or fulfilling, children won't choose to read, and they won't get the practice they need to become fluent readers.

Therefore, reading also means developing and maintaining the motivation to read. Reading is an active process of constructing meaning.

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Motivation to Read

To develop and maintain the motivation to read, children need to: Appreciate the pleasures of reading

View reading as a social act, to be shared with others

See reading as an opportunity to explore their interests

Read widely for a variety of purposes, from enjoyment to gathering information

Become comfortable with a variety of different written forms and genres

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In conclusion…

Reading is the motivated and fluent coordination of word recognition and comprehension (making meaning from the text).

The content in slides 3 to 12 comes from Leipzig, D. H. (January, 2001). What is reading? WETA in http://www.readingrockets.org/article/what-reading

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Definition of a Model

A model is a representation of a system that uses rules, principles to explain processes and concepts.

Reading models are conceptual models.

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Traditional View of Reading

According to Dole et al. (1991), readers are passive recipients of information in the text.

Meaning resides in the text and the reader hasto reproduce meaning.

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Bottom Up Model

According to Nunan (1991), reading is a process of decoding a series of written symbols into their aural equivalents to make sense of the text.

It is a reading model that emphasizes the written or printed text. It emphasizes the ability to decode or put into sound what is seen in the text.

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Features of the Bottom - Up Model

The reader needs to:

1. Identify letter features

2. Link these features to recognize letters

3. Combine letters to recognize spelling patterns

4. Link spelling patterns to recognize words

5. Then proceed to sentence, paragraph, and text- level processing

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Drawbacks

The idea of linear processing

Underestimated the contribution of the reader

Failed to recognize that students utilize their expectations about the text based on their knowledge of language and how it works

Failure to include previous experience and knowledge into processing

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Top - Down Model: A Cognitive View

direct opposition to the 'bottom-up' model

Nunan (1991), Dubin & Bycina (1991): the psycholinguistic model of reading and the top-down model are the same.

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Top Down Model

Goodman presented reading as a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and continue doing the same.

The reader rather than the text is at the heart of the reading process.

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Schema Theory and the Cognitive View

The Schema Theory of reading also fits within the cognitively based view of reading (Rumelhart, 1977).

Schemata as "building blocks of cognition"

Used in the process of interpreting sensory data, in retrieving information from memory, in organizing goals and sub-goals, in allocating resources, and in guiding the flow of the processing system.

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Schema Theory

Schema theory states that all knowledge is organized into units. Within these units of knowledge, or schemata, is stored information.

A schema is a generalized description or a conceptual system for understanding knowledge - how knowledge is represented and how it is used.

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Schema Theory

According to this theory, schemata represent knowledge

about concepts: objects and the relationships they have

with other objects, situations, events, sequences of

events, actions, and sequences of actions.

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Schema Theory

If our schemata are incomplete and do not provide an understanding of the incoming data from the text, we will have problems processing and understanding the text.

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Schemata of an Egg

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Features of the Top – Down Model

Readers can comprehend a selection even though they do not recognize each word.

Readers should use meaning and grammatical cues to identify unrecognized words.

Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.

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Drawbacks

Frank Smith

Reading is not decoding written language to spoken language.

Reading does not involve the processing of each letter and each word.

Reading is a matter of bringing meaning to print.

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Drawbacks

Kenneth S. Goodman

“The goal of reading is constructing meaning in response to text. It requires interactive use of graphophonic, syntactic, and semantic cues to construct meaning.”

“It is one which uses print as input and has meaning as output. But the reader provides input too, and the reader, interacting with text, is selective in using just as little of the cues from text as necessary to construct meaning.”

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Interactive Model

Also known as Interactive Reading Model.

According to Block (1992), readers attempt to form a summary of what was read.

Klein et al. (1991): Metacognition involves thinking about what one is doing while reading.

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Interactive Model

Interactive Model emphasizes the role of prior knowledge or pre-existing knowledge in providing the reader with non-visual or implicit information in the text.

It adds the fact that the role of certain kind of information-processing skills is also important.

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Interactive Model

Interactive approaches incorporate both bottom-up and top-down approaches to reading.

Both modes of information processing, top-down and bottom-up alike, are seen as strategies that are flexibly used in the accomplishment of the reading tasks.

The interactive model rely on both the graphic and contextual information.

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Emerging Models and Views

Interactive – Compensatory Reading Model, Stanovich

Readers who rely on both Bottom-up and Top-down processes depend on: reading purpose- motivation-schema- knowledge of the subject

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Emerging Models and Views

Anderson & Pearson Schema Theory View

It focuses on the role of schemata (knowledge stored in memory) in text comprehension.

relationships among components

role of inferences.

reliance on knowledge of the content

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Emerging Models and Views

Pearson & Tierney Reading and Writing Model

Negotiation of meaning between writer and reader who both create meaning through the text as the medium.

Readers as composers:“ the thoughtful reader …is the reader who reads as if she were a writer composing a text yet for another reader who lives within her”.

Reader reads with the expectation that the writer has provided sufficient clues about the meaning

Writer writes with the intention that the reader will create meaning

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Emerging Models and Views

Context is important.

Knowing why something was said is as crucial to interpreting the message as knowing what was said.

Failing to recognize author’s goal can interfere with comprehension of the main idea or point of view.

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Emerging Models and Views

Focus on the thoughtful reader with 4 interactive roles:

Planner: creates goal, uses existing knowledge, decides how to align with the text

Composer: searches for coherence in gaps with inferences about the relationship within the text.

Editor: examines his interpretations

Monitor: directs the other 3 roles

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Emerging Models and Views

Mathewson’s Model of Attitude Influence:

Attitude toward reading may be modified by a change in the reader’s goal. Attitude is a three component construct:

cognitive component

affective component

psychomotor component

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Emerging Models and Views

A model that addresses the role that attitude and motivation play in reading

Attitude intention to read reading

Attitude toward reading may be modified by a change in reader’s goal. Examples: Topic of no interest

Examination on comprehension

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Emerging Models and Views

Feedback during reading may affect attitude and motivation:

Satisfaction with affect/emotions developed through reading

Satisfaction with ideas developed through reading

Feelings generated by ideas from the reading process.

Ideas constructed from the information read

How the reading affects values, goals and self-concept

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Summary and Connections

Bottom

Up

Principles

TraditionalTa Top

Down

Principles

Cognitive Inter-

active

Principles

Metacog-nitive Attitude

Influence

Principles

Principles

Affective

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• Prepare a graphic organizar showing the connections and principles of the Reading Views and Models.

• Explain in front of the class.

References

P. A., Orbe (n.d.) Theories and Models of Reading. Accessed fromhttps://www.academia.edu/4093697/THEORIES_AND_MODELS_OF_READING

(n.d.) Schema Theory . Accessed from http://www.csus.edu/indiv/g/gipej/teaparty.pdf

Leipzig, D. H. (January, 2001). What is reading? WETA. Accessed from http://www.readingrockets.org/article/what-reading

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