This document summarizes several models of the reading process: - The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes. - Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text. - Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.

2. BOTTOM-UP
READING MODEL

3.  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.

4. TOP-DOWN
READING MODEL

5.  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.

6. INTERACTIVE
READING MODEL

7.  Combination of Bottom-up and
Top-down processes.
 Good readers are both good
decoders and good interpreters
of the text.

9. RUMELHART MODEL
(1977)

10.  States that successful reading is both a
PERCEPTUAL and a COGNITIVE
process.
- Orthographic knowledge
- Lexical, Syntactic and Semantic
knowledge

11. STANOVICH MODEL
(1980)

12.  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

13. ANDERSON and
PEARSON SCHEMA-
THEORETIC VIEW

14.  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

15. PEARSON and
TIERNEY R/W
MODEL

16.  Considers PRAGMATIC THEORIES
which state that: “utterance is an
action”.
 CONTEXT is important.
INTERACTIVE ROLES:
- Planner
- Composer
- Editor
- Monitor

17. MATHEWSON’S
MODEL OF ATTITUDE
INFLUENCE

18.  Attitude toward reading may be
modified by a change in reader’s
goal.
 Attitude has tri-componential
construct:
- cognitive component
- affective component
- conative component

19.  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.