The document discusses several models of the reading process: 1. Bottom-up models emphasize decoding written text and deriving meaning linearly. Top researchers include P.Gough. 2. Top-down models prioritize meaning over structure. Top researcher is K.Goodman. Meaning does not require full word identification. 3. Interactive models combine bottom-up and top-down processes, recognizing that good readers are skilled decoders and interpreters. Researcher is Tierney. 4. Emerging models include Rumelhart's perceptual and cognitive process model, and Stanovich's interactive-compensatory model accounting for reading purpose. Anderson and Pearson presented a schema-theoretic view of comprehension relying

1. MODELS of
READING
To be able to teach reading, it is important
to understand what happens when we
read.

2. The READING PROCESS
• Reading basically involves
transforming a text, which is a
graphic representation, into
thought, or meaning.

3. However, over the last thirty years,
psychologists and linguists, using a variety of
experimental techniques, have discovered
that things are much more complex.

4. BOTTOM-UP READING MODEL
• 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.

5. • Behaviorist based= Skills-driven
• Top Researcher Today= P.Gough
• Key features:
1. Letter name, shapes
2. Letter relationships
3. Words meaning
BOTTOM-UP

6. BOTTOM-UP
Materials/methods:
Drills, skills
Practice in isolation
Reader learns to decode then can attend to meaning
Each word must be recognized for meaning

7. BOTTOM-UP
Assessment:
Accuracy in skills, word identification
Problems:
Inability to decode

8. TOP-DOWN READING MODEL
• 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.

9. TOP-DOWN
• Cognitive based=Meaning-driven
• Top Researcher= K.Goodman
• Key Features:
1. Meaning does not require 100% word
identification
2. Read, write, speak, listen
3. Meaning is important

10. TOP-DOWN
Materials/ Methods:
Predictable books, songs, rhymes, language experience
Assessment:
Knowledge constructed through meaning
Problems:
Lack of experience with words, text or activities

12. INTERACTIVE READING MODEL
• Combination of Bottom-up and Top-down
processes.
• Good readers are both good decoders and
good interpreters of the text.

13. INTERACTIVE
• Constructivist based=use of cueing systems
• Researcher=Tierney
• Key Features:
1. Develop skills & strategies in meaningful context
2. Word identification contributes to meaning

14. INTERACTIVE
Materials/ Methods:
Multiple methods text features
Spelling patterns
Authentic reasons for reading and writing
Assessment:
drives instruction
Problems:
Over reliance on either top down or bottom up method

15. EMERGING READING
MODELS

16. RUMELHART MODEL (1977)
• States that successful reading is both a
PERCEPTUAL and a COGNITIVE process.
Orthograhic knowledge
Lexical, Syntactic and Semantic
knowledge

17. STANOVICH MODEL (1980)
• 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

18. ANDERSON and PEARSON
SCHEMA-THEORETIC VIEW
• 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

19. PEARSON and TIERNEY R/W
MODEL
• considers PRAGMATIC THEORIES which state
that: « utterance is an action ».
• CONTEXT is important.
• INTERACTIVE ROLES:
--Planner, composer, editor, monitor

20. MATHEWSON’s MODEL OF
ATTITUDE INFLUENCE
• attitude toward reading may be modified by a
change in reader’s goal.
• attitude has tri-componential construct:
--cognitive component
--affective component
--conative component

21. • 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.

22. References:
http://www.learningwithjamesgentry.com/Reading%20Models.html
http://people.ucalgary.ca/~mpeglar/models.html
Thank You!