This document discusses various models of the reading process, including bottom-up, top-down, and interactive models. It defines reading as a complex process involving word recognition, comprehension, fluency, and motivation. The bottom-up model views reading as decoding written symbols, while the top-down model emphasizes using context and background knowledge to construct meaning. The interactive model incorporates both bottom-up and top-down processes. Emerging models also consider the roles of schema theory, metacognition, attitudes, and the negotiation of meaning between readers and writers.

1. MODELS OF READING
Universidad del Turabo
Educ 551: Reading Processes
Dulcinia Núñez, Ph.D.

2. 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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3. 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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4. 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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5. 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 slithy
toves
Did gyre and gimble in the
wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.

6. 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 w
ords
are difficult to
identify or
understand, but the spaces
make you pause
between
words, which means
your
reading is less
fluent.
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7. 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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8. 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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9. 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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10. 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 study
Bookworm 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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11. 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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12. 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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13. 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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14. 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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15. 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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16. 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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17. 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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18. 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 has to reproduce
meaning.
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19. 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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20. 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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21. 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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22. 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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23. 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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24. 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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25. 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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26. Schema Theory
 According to this theory, schemata (plural of schema)
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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27. 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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28. Schemata of an Egg
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29. 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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30. 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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31. 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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32. 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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33. 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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34. 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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35. 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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36. 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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37. 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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38. 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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39. 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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40. 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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41. 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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42. 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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43. Summary and Connections
Bottom
Up
Principles
Traditional
Ta 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.

44. References
P. A., Orbe (n.d.) Theories and Models of Reading. Accessed from
https://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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