READINGGoodman-Reading as a psycholinguistic guessing game. Reading as an active processAttempts to reconstruct his own knowledge Capitalizes on childrens prior strengths, past experiences and knowledgeChomsky-Aid to literacy skillsIncrease interest in books and in learning to readEnhances background informationFamiliarization with the language of booksHoldaway-Stimulate reading model setLearn to learn naturally in the home environment and interactions with the parentsVygotsky-Internalized social relationshipIncrease their dependent engagement in reading activitiesTeale-Social functions and conventions of reading are acquiredAcquired through socially interactive and emulative behavior

DEVELOPMENTAL READINGRefers to a comprehensive reading program which consists of several periods or stages. These periods usually coincide with the developmental stages of growth of the individual. It is believed that one progresses gradually in acquiring and developing certain skills.A Developmental task is a specific responsibility that the individual faces at certain stages of life in order to be well-adjusted. (Havighurst 1981)Refers to the refinement of vocabulary, comprehension, literary appreciation, and study skills which are needed in both intensive and extensive reading.

LEVELS OF READING1. CarefulReading may also bedescribedas critical, analytical or thoughtful todetail, reflective, andevaluative. This typeof readingis usually employedin studyingor readingthoughtprovokingmaterial.2. UsualReading, themost habitual mannerof reading, applies in awidevariety of situationsreadingnewspaper articles, novels, or magazines in which thereaderusually does not haveaclearlydefinedpurposethat demands eitherdetailedcomprehension or rapidcompletion.3. AcceleratedReading is thetypeof readingmost often attemptedwhen timeis limited. The readeris alert, reads aggressively, andattempts to covermaterial sacrificingcomprehension. Todothis, thereadermust, of course,expendextraenergy.4. SelectiveReading, in orderto benefit from selectivereading, students shouldbeproficient in thefirst three levels of reading. Skimmingandscanningis that typeof readingin which thereaderlocates anddeals with only thoseparts of thecontent thatserves their purposes. Skimmingandscanningarealikein that thereaderalternates in thefollowingways:a) Scanning:in scanning, thereaderhas aspecificquestion in their mindor information that is needed. Thereadergoes tothecontentandsearches through it until theinformation is found.b) Skimming:in skimming, thereaderpasses quicklythrough an articleor chapter to getageneral impression of thewhole. A person might previewskim beforereadingmaterialmorecarefully. This typeof skimming, calledsurveyingby many peopleis often usedinstudyingandin referencework. A general impression is sufficient. Thereaderdoes not feeltheneedto readthematerial previously read, goingbackovermaterial tostudy for atest or topreparea report.1. FIRST LEVEL (Literal) Readers find meaning is found DIRECTLY in the text: you can literally put a finger in the reading and POINT TO THE ANSWER.2. SECOND LEVEL (Interential) Readers INTERPRET what is in the text. Readers REASON, COMPARE, & CONTRAST, CLASSIFY, ANALYZE. Readers look for what passages REPRESENT or SUGGEST. The exact answer CANNOT be found directly in the text: the answer is between the lines. Key questions include How?, and Why?3. THIRD LEVEL (Evaluative) The third level is SUPER abstract. The answers are found beyond the lines. Readers move beyond the text to connect to UNIVERSAL MEANING. Key questions include Why is this important? How does this text connect with my life? With all human beings? Readers move BEYOND THE WHAT? to the SO WHAT?

BOTTOM UP THEORY OF READINGA bottom-up reading model emphasizes a single-direction, part-to-whole processing of a text. In the beginning stages it gives little emphasis to the influences of the readers world knowledge, contextual information, and other higher-order processing information strategies. (Dechant 1991).).A bottom-up reading model is a reading model that*emphasizes the written or printed text*says reading is driven by a process that results in meaning (or, in other words, reading is driven by text), and*proceeds from part to whole. Also known as:part to whole modelProponentsHere are some proponents of the bottom-up reading model: Flesch 1955, Gough 1985, La Berge and Samuels 1985Bottom-up advocates believe the reader needs to: identify letter features, link these features to recognize letters, combine letters to recognize spelling patterns, link spelling patterns to recognize words, and then proceed to sentence, paragraph and text-level processing.

TOP DOWN THEORY OF READINGTop-downreadingmodelssuggestthatprocessingofatextbeginsinthemindofthereaderswith:*meaning-driven processes, or*an assumption about the meaning of a text.

From this perspective, readers identify letters andwords only to confirm their assumptions about themeaningofthetext.(Dechant1991)

ProponentsHere are some proponents of the top-down reading model:Goodman,K.1985Smith,F.1994

The proponents generally agree that :*comprehension is the basis for decoding skills, not a singular result, and*meaning is brought to print, not derived from print.

A top-down reading model is a reading model that:*emphasizes what the reader brings to the text*says reading is driven by meaning, and*proceeds from whole to part. Also known as: inside-out model, concept-driven model, whole to part model

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

INTERACTIVE READINGAn interactive reading model attempts to combine the valid insights of bottom-up and top-down models. It attempts to take into account the strong points of the bottom-up and top-down models, and tries to avoid the criticisms leveled against each, making it one of the most promising approaches to the theory of reading today.An interactive reading model is a reading model that recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading processProponentsHere are some proponents of the interactive reading model: Rumelhart, D. 1985, Barr, Sadow, and Blachowicz 1990, Ruddell and Speaker 1985The interactive model suggests that the reader constructs meaning by the selective use of information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics) without adherence to any one set order. The reader simultaneously uses all levels of processing even though one source of meaning can be primary at a given time. (Dechant, 1991)An interactive model is one which uses print as input and has meaning as output. But the reader provides input, too, and the reader, interacting with the text, is selective in using just as little of the cues from text as necessary to construct meaning. (Goodman, K., 1981)Reading is at once a perceptual and a cognitive process. It is a process which bridges and blurs these two traditional distinctions. Moreover, a skilled reader must be able to make use of sensory, syntactic, semantic, and pragmatic information to accomplish the task. These various sources of information appear to interact in many complex ways during the process of reading (Rumelhart, D. 1985).