Reading models

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Reading models

  1. 1. BOTTOM-UPREADING MODEL
  2. 2.  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.
  3. 3. TOP-DOWNREADING MODEL
  4. 4.  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.
  5. 5. INTERACTIVEREADING MODEL
  6. 6.  Combination of Bottom-up and Top-down processes. Good readers are both good decoders and good interpreters of the text.
  7. 7. RUMELHART MODEL (1977)
  8. 8.  States that successful reading is both a PERCEPTUAL and a COGNITIVE process. - Orthographic knowledge - Lexical, Syntactic and Semantic knowledge
  9. 9. STANOVICH MODEL (1980)
  10. 10.  Interactive-compensatory reading model. Readers who rely on both Bottom-up and Top-down processes are depending on: - reading purpose - motivation - schema - knowledge of the subject
  11. 11. ANDERSON andPEARSON SCHEMA- THEORETIC VIEW
  12. 12.  It focuses on the role of schemata (knowledge stored in memory) in text comprehension. SCHEMA THEORY a. relationships among components b. role of inference c. reliance on knowledge of the content
  13. 13. PEARSON andTIERNEY R/W MODEL
  14. 14.  Considers PRAGMATIC THEORIES which state that: “utterance is an action”. CONTEXT is important. INTERACTIVE ROLES: - Planner - Composer - Editor - Monitor
  15. 15. MATHEWSON’SMODEL OF ATTITUDE INFLUENCE
  16. 16.  Attitude toward reading may be modified by a change in reader’s goal. Attitude has tri-componential construct: - cognitive component - affective component - conative component
  17. 17.  Maintains that feedback may affect attitude and motivation during the reading process. 1. Satisfaction with affect developed through reading. 2. 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.

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