The document discusses the various purposes of reading, including to search for simple information, skim quickly, learn from texts, integrate information, write, critique texts, and for general comprehension. It also discusses reading strategies such as specifying a purpose, planning steps, previewing, predicting, checking comprehension, and connecting ideas. Finally, it examines models of reading including bottom-up, top-down, and interactive models as well as specific models like the Psycholinguistic Guessing Game Model and Interactive Compensatory Model.

1. Purposes of Reading
Ahmad Sofwan
sofwan1589@yahoo.com

2. Purposes of Reading
• To search for simple information
• To skim quickly
• To learn from texts
• To integrate information
• To write (or search for information needed for
writing)
• To critique texts
• For general comprehension

3. To search for simple
information & to skim
• Typically scan the text for a specific information
or a specific word (e.g. a telephone directory to
find key information)
• To skim sampling segments of the text for general
understanding
• A combination of strategies to find the location of
the information and use basic reading
comprehension skills to obtain a general idea
about the text

4. To learn from texts
• Typically occurs in academic/professional
contexts to learn a considerable amount of
information from a text.
• To remember main ideas & details of the main and
supporting ideas in the text
• Recognize and form rhetorical frames
• Link the text to the reader’s knowledge base
• Carried out at a slower reading rate
• Makes stronger inferencing demands to connect
the text information with background knowledge

5. To integrate information,
write & critique texts
• Requires critical evaluation of the
information to decide what information to
integrate and how to integrate it for the
reader’s goal
• Requires abilities to compose, select &
critique information from a text

6. For general comprehension
• Requires very rapid and automatic
processing of words, strong skills in
forming a general meaning representation
of main ideas, efficient coordination of
many processes

7. Reading Strategies
• Specifying a purpose of reading
• Planning what to do/what steps to take
• Previewing the text
• Predicting the contents of the text or section of text
• Checking predictions
• Posing questions about the text
• Finding asnwers to posed questions
• Connecting one part of the text to another
• Paying attention to text structure

8. Reading Strategies
• Rereading
• Guessing the meaning of a new word from context
• Using discourse markers to see relationships
• Checking comprehension
• Critiquing the author
• Critiquing the text
• Judging how well objectives were met
• Reflecting on what has been learned from the text

9. Processes in fluent reading
comprehension
• a rapid process
(200-300 words per minute)
• an efficient process
(coordinated & carried out automatically)
• an interactive process
(recognizing words & analyzing sentence structure to find
clause-level meaning, finding main ideas, monitoring
comprehension, etc; linguistic information from the text
and background knowledge)

10. THE EXAMPLES
• John is willing to help
• John is difficult to help
• John is willing to help someone
• John is difficult for someone to help

11. Processes in fluent reading
comprehension
• a strategic process
(recognize processing difficulties, address imbalances
between text information & reader knowledge, & make
decisions for monitoring comprehension and shifting goals
for reading)
• a flexible process
(adjust with the changing purposes and ongoing
monitoring of comprehension)
• an evaluating process
(must decide if the information is coherent and matches the
purposes of reading; reader’s motivation, attitudes,
feelings, expectation

12. Processes in fluent reading
comprehension
• a purposeful process
(different ways based on different purposes; motivation is
triggered by individual tasks or purposes)
• a comprehending process
(to understand a text)
• a learning process
(to learn new information through reading)
• a linguistic process
(not a reasoning process, understanding linguistic elements
is important for text comprehension)

13. Reading processes
occurring each & every two
seconds we read
• Focus on and access 8 to 10 word meanings
• Parse a clause for information and form a meaning unit
• Figure out how to connect a new meaning unit into the
growing text model
• Check interpretation of the information according to their
purposes, feelings, attitudes, and background expectations,
as needed
• Monitor their comprehension, make appropriate
inferences, shift strategies and repair misunderstanding, as
needed
• Resolve ambiguities, address difficulties and critique text
information, as needed

14. Models of reading
Metaphorical models of reading
• Bottom-up models
• Top-down models
• Interactive models
Specific models of reading
• Psycholinguistic Guessing Game Model
• Interactive Compensatory Model
• Word recognition models
• Simple View of reading Model

15. Bottom-up models
• All readings follows a mechanical pattern in
which the reader creates a piece-by-piece mental
translation of the information in the text, with little
inference from the reader’s own background
knowledge.
• The reader processes each word letter-by-letter,
each sentence word-by-word, and each text
sentence-by-sentence in a linear fashion.

16. Top-down models
• Primarily directed by reader goals and
expectations.
• The reader has a sets of expectation about text
information & samples enough information from
the text to confirm or reject.
• The reader directs eyes to the most likely places in
the text to find useful information

17. Interactive models
• Take useful ideas from a bottom-up perspective
and combine them with key ideas from a top-down
view.
• Word recognition needs to be fast and efficient,
but background knowledge is a major contributor
to text understanding.
• Highlight the number of processes, particularly
automatic processes, being carried out primarily in
a bottom-up manner with little interference from
other processing levels or knowledge resources.

18. Psycholinguistic Guessing
Game Model
• A universally applicable interactive process of (a)
hypothesising, (b) sampling, and (c) confirming
information based on a background knowledge,
expectations about the text, a sampling of surface
features of the text and context information from
the text.

19. Interactive Compensatory
Model
• Readers develop efficient reading processes.
• Less automatic processes interact regularly.
• Automatic processes operate relatively
independently, and
• Reading difficulties lead to increased interaction
and compensation, even among processes that
would otherswise automatic.
• Using context clues to understand a text better or
to decide what a word means is a compensatory
strategy when normally expected abilities break
down, or have not been developed.