The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.

1. THEORIES IN READING INSTRUCTION

2. BOTTOM-UP READING MODEL
 Emphasizes a single direction
 Emphasizes the written or printed texts
 Reading is driven by a process that results in
meaning
 PART TO WHOLE MODEL

3. FEATURES OF BOTTOM-UP MODEL
Believes the reader needs to:
 Identify letter features
 Link these features to recognize letters
 Combine letter to recognize spelling patterns
 Link spelling patterns to recognize words
 Then proceed to sentence, paragraph, and text-
level processing

4. VIEWS OF SOME RESEARCHERS ABOUT THE
BOTTOM-UP READING MODEL:
Leonard Bloomfield:
 the first task of reading is learning the code or
the alphabetical principle.
 The meaning of the text is expected to come
naturally as the code is broken based on the
reader’s prior knowledge of words, their meaning
and the syntactical patterns of his or her
language.
 Writing is merely a device for recording speech

5. Emerald Dechant:
“ Bottom-up models operate on the principle that
the written text is hierarchically organized and
that the reader first process smallest linguistic
unit, gradually compiling the smaller units to
decipher and comprehend the higher units.

6. Charles Fries:
 The reader must learn to transfer form the
auditory signs for language signals to a set of
visual signs for the same signals.
 The reader must automatically respond to the
visual patterns.
 Learning to read…. Means developing
considerable range of habitual responses to a
specific set of patterns of graphic shapes

7. Philip B. Gough:
 Reading is strictly a serial process
 Lexical,syntactic and semantic rules are applied
to the phonemic output which itself has been
decoded from print.

8. TOP-DOWN READING MODEL
Suggest that processing of a text begins in the
mind of the readers with :
 Meaning- driven processes, or
 An assumption about the meaning of a text.

9. The proponents generally agree that:
 Comprehension is the basis for decoding skills,
not a singular result
 Meaning is brought to print, not derived from
print

10. TOP-DOWN READING MODEL
A reading model that:
 Emphasizes what the reader brings to the text
 Says reading is driven by meaning
 Proceeds from whole to part

11. Also known as:
 INSIDE OUT MODEL
 CONCEPT-DRIVEN MODEL
 WHOLE TO PART MODEL

12. VIEWS OF SOME RESEARCHERS ABOUT THE
TOP-DOWN READING MODEL:
Frank Smith
 Readingis 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

13. 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.”

14. FEATURES OF TOP-DOWN APPROACH:
 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.

15.  Reading requires the use of meaning
activities than the mastery of series of word-
recognition skills.
 The primary focus of instruction should be
the reading of sentences , paragraphs, and
whole selections
 The most important aspect about reading is
the amount and kind of information
gained through reading.

16. 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.

17. INTERACTIVE READING MODEL
 A reading model that recognizes the
interaction of bottom-up and top-down
processes simultaneously throughout the
reading process.

18. VIEWS OF SOME RESEARCHERS ABOUT THE
INTERACTIVE READING MODEL:
Emerald Dechant
 The interactive model suggests that the reader
constructs meaning by the selective use of
information from all sources of meaning without
adherence to any set order.
 The reader simultaneously uses all levels of
processing even though one source of meaning
can be primary at a given time.

19. Kenneth Goodman
 An interactive model is one which uses print as
input and has meaning as an 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

20. David E. Rumelhart
 Reading is at once a perceptual and a
cognitive process.
 Itis a process which bridges and blurs these two
traditional distinctions.
A skilled reader must be able to make use of
sensory, syntactic, semantic, and pragmatic
information to accomplish the task.