MODELS of READING

To be able to teach reading, it is important to understand what happens when we

read.

The READING PROCESS• Reading basically involves

transforming a text, which is a graphic representation, into thought, or meaning.

However, over the last thirty years, psychologists and linguists, using a variety of experimental techniques, have discovered that things are much more complex.

BOTTOM-UP READING MODEL• 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.• Readers derive meaning in a linear manner.

• Behaviorist based= Skills-driven• Top Researcher Today= P.Gough• Key features:1.Letter name, shapes2.Letter relationships3.Words meaning

BOTTOM-UP

BOTTOM-UP

Materials/methods:Drills, skillsPractice in isolationReader learns to decode then can attend to meaningEach word must be recognized for meaning

BOTTOM-UP

Assessment:Accuracy in skills, word identification

Problems:Inability to decode

TOP-DOWN READING MODEL• It is a model in which TOP is the higher order

mental and BOTTOM as the physical text on the page. It is where meaning takes precedence over structure.

TOP-DOWN• Cognitive based=Meaning-driven• Top Researcher= K.Goodman• Key Features:1.Meaning does not require 100% word identification2.Read, write, speak, listen3.Meaning is important

TOP-DOWNMaterials/ Methods:Predictable books, songs, rhymes, language experience

Assessment:Knowledge constructed through meaning

Problems:Lack of experience with words, text or activities

INTERACTIVE READING MODEL• Combination of Bottom-up and Top-down

processes.• Good readers are both good decoders and

good interpreters of the text.

INTERACTIVE• Constructivist based=use of cueing systems• Researcher=Tierney• Key Features:1.Develop skills & strategies in meaningful context2.Word identification contributes to meaning

INTERACTIVEMaterials/ Methods:Multiple methods text featuresSpelling patternsAuthentic reasons for reading and writingAssessment:drives instruction

Problems:Over reliance on either top down or bottom up method

EMERGING READING EMERGING READING MODELSMODELS

RUMELHART MODEL (1977)RUMELHART MODEL (1977)• States that successful reading is both a

PERCEPTUAL and a COGNITIVE process.Orthograhic knowledgeLexical, Syntactic and Semantic

knowledge

STANOVICH MODEL (1980)STANOVICH MODEL (1980)• Interactive-compensatory reading model.• Readers who rely on both Bottom-up and Top-down

processes are depending on:reading purposemotivationschemaknowledge of the subject

ANDERSON and PEARSON ANDERSON and PEARSON SCHEMA-THEORETIC VIEWSCHEMA-THEORETIC VIEW

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

• SCHEMA THEORYa. relationships among componentsb.role of inferencec. reliance on knowledge of the content

PEARSON and TIERNEY R/W PEARSON and TIERNEY R/W MODELMODEL

• considers PRAGMATIC THEORIES which state that: « utterance is an action ».

• CONTEXT is important.• INTERACTIVE ROLES:--Planner, composer, editor, monitor

MATHEWSON’s MODEL OF MATHEWSON’s MODEL OF ATTITUDE INFLUENCEATTITUDE INFLUENCE

• attitude toward reading may be modified by a change in reader’s goal.

• attitude has tri-componential construct:--cognitive component--affective component--conative component

• Maintains that feedback may affect attitude and motivation during the reading process.1. Satisfaction with affect developed through reading2. Satisfaction with ideas developed through reading.3. Feeling generated during the reading process.4. Ideas constructed from the information read.5. How the reading affects the values, goals, and self-concepts.

References:http://www.learningwithjamesgentry.com/Reading%20Models.html

http://people.ucalgary.ca/~mpeglar/models.html

Thank You!