The document describes and compares three reading models: the bottom-up model which emphasizes decoding skills and text-driven instruction; the top-down model which emphasizes the reader's background knowledge and comprehension with a holistic approach; and the interactive model which sees the reading process as both text- and reader-driven and emphasizes balanced comprehension and decoding skills.

2. Ω Emphasizes the READER, with
his/her background knowledge
or previous experiences
Ω Emphasizes COMPREHENSION
Ω Holistic and literature-based
instruction

3. Ω Emphasizes material being
read (text)
Ω Emphasizes DECODING
Ω Skills-oriented instruction

4. Ω Emphasizes both READER and
TEXT
Ω Emphasizes both
COMPREHENSION and
DECODING
Ω Balanced instruction

5. TOP-DOWN MODEL INTERACTIVE
MODEL
BOTTOM-UP
MODEL
Concept-driven;
relies on the
reader’s previous
experiences
Both CONTEXT-
and TEXT-driven
TEXT-driven
Emphasizes the
READER
Emphasizes both
READER & TEXT
Emphasizes the
TEXT
Emphasizes
COMPREHENSION
Emphasizes both
COMPREHENSION
& DECODING
Emphasizes
DECODING
Instruction tends to
be holistic,
literature-based;
flexible in grouping
strategies
Instruction tends to
be balanced; allows
for various forms of
grouping
Instruction tends to
be skills-oriented;
grouping by ability

6. With a partner, evaluate each of the 3
models, using the format below:
READING MODEL STRONG POINTS WEAK POINTS
TOP-DOWN
BOTTOM-UP
INTERACTIVE

8. • Readers can comprehend a selection evenReaders can comprehend a selection even
though they do not recognize each wordthough they do not recognize each word
• Readers should use meaning and grammaticalReaders should use meaning and grammatical
cues to identify unrecognized wordscues to identify unrecognized words
• Primary focus of instruction should be the readingPrimary focus of instruction should be the reading
of sentences, paragraphs, and whole selectionsof sentences, paragraphs, and whole selections
(from WHOLE to PART:(from WHOLE to PART: Deductive)Deductive)

9. Application: TOP DOWNApplication: TOP DOWN
• Suggest reading materialsSuggest reading materials
which you think are best for awhich you think are best for a
reading class where the topreading class where the top
down model is employed bydown model is employed by
the teacherthe teacher

10. • Proceeds from PART to WHOLEProceeds from PART to WHOLE
(Inductive), e.g. phoneme to syllable,(Inductive), e.g. phoneme to syllable,
syllables to words, words tosyllables to words, words to
sentences…sentences…
• Combine letters to recognize spellingCombine letters to recognize spelling
patternspatterns
• Reading is driven by text, not theReading is driven by text, not the
readerreader

11. Application: BOTTOM-Application: BOTTOM-
UPUP
• Cite specific examples ofCite specific examples of
activities that a readingactivities that a reading
teacher using the bottom-upteacher using the bottom-up
model gives to her readingmodel gives to her reading
classclass

12. • Suggests that the readerSuggests that the reader
CONSTRUCTS meaning by theCONSTRUCTS meaning by the
selective use of information from allselective use of information from all
sources of meaningsources of meaning
• Recognizes the interaction of bottom-Recognizes the interaction of bottom-
up and top down processup and top down process
simultaneously throughout the readingsimultaneously throughout the reading
processprocess

13. Application:Application:
INTERACTIVEINTERACTIVE
• Illustrate through a diagramIllustrate through a diagram
how the reader and the texthow the reader and the text
interact in the readinginteract in the reading
process. Label your diagram.process. Label your diagram.

14. Learning Log No. 2
• Date
• Concept: Reading Models
• Insights
What reading model do you
think will work best with Filipino
students? Why?