THEORIES_AND_MODELS_OF_READINGHEORIES_AND_MODELS_OF_READING.ppt.ppt

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1. THEORIES AND MODELS OF
READING
Reporter:Ms.PeggyAnneW.Orbe

2. Task 1. READ THE FOLLOWING TEXTS AND PICTURES
Text 1
7H15 M3554G3 53RV35 7O PR0V3 H0W 0UR
M1ND5 C4N D0 4M4Z1NG 7H1NG5!
1MPR3551V3 7H1NG5! 1N 7H3 B3G1NN1NG
17 WA5 H4RD BU7 N0W, 0N 7H15 LIN3 Y0UR
M1ND 1S R34D1NG 17 4U70M471C4LLY W17H
0U7 3V3N 7H1NK1NG 4B0U7 17, B3 PROUD!
0NLY C3R741N P30PL3 C4N R3AD 7H15.
PL3453 F0RW4RD 1F U C4N R34D 7H15.
(Source: http://didyouknow.org/numbers-as-letters/)

3. Task 1. READ THE FOLLOWING TEXTS AND PICTURES
Text 1
7H15 M3554G3 53RV35 7O PR0V3 H0W 0UR M1ND5 C4N D0 4M4Z1NG 7H1NG5!
1MPR3551V3 7H1NG5! 1N 7H3 B3G1NN1NG 17 WA5 H4RD BU7 N0W, 0N 7H15 LIN3 Y0UR
M1ND 1S R34D1NG 17 4U70M471C4LLY W17H 0U7 3V3N 7H1NK1NG 4B0U7 17, B3 PROUD!
0NLY C3R741N P30PL3 C4N R3AD 7H15. PL3453 F0RW4RD 1F U C4N R34D 7H15.
(http://didyouknow.org/numbers-as-letters/)
Thismessageservestoprovehowourmindscan
doamazingthings!Impressivethings!Inthe
beginningitwashardbutnow,onthislineyourmind
isreadingitautomaticallywithouteventhinking
aboutit,beproud!Onlycertainpeoplecanreadthis.
Pleaseforwardifyoucanreadthis.

4. Task 1. READ THE FOLLOWING TEXTS AND PICTURES
Text 2
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd
waht I was rdanieg.The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it deosn't mttaer in waht
oredr the ltteers in a wrod are, the olny iprmoatnt
tihng is taht the frist and lsat ltteer be in the rghit
pclae. The rset can be a taotl mses and you can
sitll raed it wouthit a porbelm.
(Source:http://www.sunbeltsoftware.com/stu/human_mind)

5. Task 1. READ THE FOLLOWING TEXTS AND PICTURES
Text 2
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg.The phaonmneal pweor of the
hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The
rset can be a taotl mses and you can sitll raed it wouthit a porbelm.
(http://www.sunbeltsoftware.com/stu/human_mind/)
Icouldn’tbelievethatIcouldactuallyunderstand
whatIwasreading.Thephenomenalpowerofthe
humanmind,accordingtoaresearchatCambridge
University,itdoesn’tmatterinwhatordertheletters
inawordare,theonlyimportantthingisthatthefirst
andlastletterbeintherightplace.Therestcanbea
totalmessandyoucanstillreaditwithouta
problem.

6. The Traditional View
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.

7. According to Nunan(1991)
•Readinginthisviewisbasicallyamatterof
decodingaseriesofwrittensymbolsintotheir
auralequivalentsinthequestformaking
senseofthetext.
•Hereferredtothisprocessasthe'bottom-up'
viewofreading.

8. •Bottom –up Model
Itisareadingmodelthatemphasizesthe
writtenorprintedtext.Itemphasizesthe
abilitytodecodeorputintosoundwhatis
seeninthetext.

9. According to McCarthy (1999)
Hehascalledthisview'outside-in'processing,
referringtotheideathatmeaningexistsinthe
printedpageandisinterpretedbythereader
thentakenin.

10. FEATURES OF BOTTOM-UP MODEL
•The reader needs to:
1.Identify letter features
2.Link these features to recognize letters
3.Combine letter to recognize spelling patterns
4.Link spelling patterns to recognize words
5.Then proceed to sentence, paragraph, and
text-level processing

11. VIEWS OF SOME RESEARCHERS ABOUT THE
BOTTOM-UP READING MODEL
Leonard Bloomfield:
•The first task of reading is learning the code
or the alphabetical principle.
•The meaning of the text is expected to come
naturally as the code is broken based on the
reader’s prior knowledge of words

12. Emerald Dechant
•“Bottom-upmodelsoperateontheprinciple
thatthewrittentextishierarchically
organized.
•Thatthereaderfirstprocesssmallest
linguisticunit,graduallycompilingthesmaller
unitstodecipherandcomprehendthehigher
units.

13. CharlesFries:
•Thereadermustlearntotransferfromthe
auditorysignsforlanguagesignalstoasetof
visualsignsforthesamesignals.
•Thereadermustautomaticallyrespondtothe
visualpatterns.
•Learningtoread….Meansdeveloping
considerablerangeofhabitualresponsestoa
specificsetofpatternsofgraphicshapes

14. Philip B. Gough:
•Reading is strictly a serial process
•Lexical, syntactic and semantic rules are
applied to the phonemic output which itself
has been decoded from print.

15. Drawbacks of Bottom -up
•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

16. THE COGNITIVE VIEW
•Also known as Top -down model.
•According to Nunan(1991) and Dubinand
Bycina(1991), the psycholinguistic model of
reading and the top-down model are in exact
concordance.
•direct opposition to the'bottom-up'model

17. Goodman (1967; cited in Paran, 1996)
•Presentedreadingasapsycholinguistic
guessinggame,aprocessinwhichreaders
samplethetext,makehypotheses,confirmor
rejectthem,makenewhypotheses,andso
forth.
•Thereaderratherthanthetextisattheheart
ofthereadingprocess.

18. The Schema Theory of reading also fits within
the cognitively based view of reading.
Rumelhart(1977)
•describedschemataas"buildingblocksof
cognition"whichareusedintheprocessof
interpretingsensorydata,inretrieving
informationfrommemory,inorganisinggoals
andsubgoals,inallocatingresources,andin
guidingtheflowoftheprocessingsystem.

19. Rumelharthasalsostatedthatifourschemata
areincompleteanddonotprovidean
understandingoftheincomingdatafromthe
textwewillhaveproblemsprocessingand
understandingthetext

20. Dole et al. (1991)
statedthat,besidesknowledgebroughttobear
onthereadingprocess,asetofflexible,
adaptablestrategiesareusedtomakesense
ofatextandtomonitorongoing
understanding.

21. FEATURES OF TOP-DOWN
APPROACH
•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.

22. VIEWS OF SOME RESEARCHERS ABOUT THE
TOP-DOWN READING MODEL
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

23. 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.”

24. The MetacognitiveView
Also known as Interactive Reading Model
According to Block (1992)
The readers attempt to form a summary of
what was read.
Klein et al. (1991)
Metacognitioninvolves thinking about what one
is doing while reading.

25. •Klein stated that strategic readers attempt the
following while reading:
•Identifying the purpose of the reading before
reading
•Identifying the form or type of the text before
reading
•Thinking about the general character and
features of the form or type of the text. For
instance, they try to locate a topic sentence
and follow supporting details toward a
conclusion

26. •Projecting the author's purpose for writing the
text (while reading it),
•Choosing, scanning, or reading in detail
•Making continuous predictions about what
will occur next, based on information
obtained earlier, prior knowledge, and
conclusions obtained within the previous
stages.

27. •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.
•Also, adds the fact that the role of certain kind
of information-processing skills is also
important.

28. •Interactive approaches see the advent of the
incorporation of bottom-up and top-down
approaches to reading (Eskey, 1988; Samuels
and Kamil, 1988).
•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 (Carrell
and Eisterhold, 1983; Carrell, 1988; Clarke,
1979; Eskey, 1988; Grabe, 1988).
•Hence,the interactive approaches rely on both
the graphic and contextual information.

29. VIEWS OF SOME RESEARCHERS ABOUT
THE INTERACTIVE READING MODEL:
Emerald Dechant
•Theinteractivemodelsuggeststhatthe
readerconstructsmeaningbytheselective
useofinformationfromallsourcesof
meaningwithoutadherencetoanysetorder.
•Thereadersimultaneouslyusesalllevelsof
processingeventhoughonesourceof
meaningcanbeprimaryatagiventime.

30. Kenneth Goodman
•An interactive model is one which uses print
as input and has meaning as an output.
•The reader provides input too, and the reader
interacting with the text, is selective in using
just as little of the cues from text as necessary
to construct meaning.

31. David E. Rumelhart
•Reading is at once a perceptual and a
cognitive process.
•It is a process which bridges and blurs these
two traditional distinctions.
•A skilled reader must be able to make use of
sensory, syntactic, semantic, and pragmatic
information to accomplish the task.

32. EMERGING READING MODELS

33. STANOVICH MODEL (1980)
Interactive-compensatoryreadingmodel.
ReaderswhorelyonbothBottom-upandTop-
downprocessesaredependingon:
-readingpurpose
-motivation
-schema
-knowledgeofthesubject

34. ANDERSON and PEARSON SCHEMA-
THEORETIC VIEW
Itfocusesontheroleofschemata(knowledge
storedinmemory)intextcomprehension.
SCHEMATHEORY
a.relationshipsamongcomponents
b.roleofinference
c.relianceonknowledgeofthecontent

35. •Comprehension = interaction between old &
new information
•Schema Theory: Already known general ideas
subsume & anchor new information
•Include: a) info about the relationships among
the components, b) role of inference & c)
reliance on knowledge of the content, +
abstract & general schemata.

36. PEARSON and TIERNEY R/W MODEL
•Negotiation of meaning between writer & 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 the reader will create
meaning

37. •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

38. •Focus on the thoughtful reader with 4
interactive roles:
1.Planner–creates goal, use existing
knowledge, decides how to align with the text
2.Composer–searches for coherence in gaps
with inferences about the relationship within
the text
3.Editor–examines his interpretations
4. Monitor–directs the other 3 roles

39. MATHEWSON’S MODEL OF ATTITUDE
INFLUENCE
Attitudetowardreadingmaybemodifiedbya
changeinreader’sgoal.Attitudehastri-
componentialconstruct:-cognitive
component-affectivecomponent-
psychomotorcomponent

40. •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

41. •Feedback during reading may affect attitude
and motivation:
•Satisfaction with affect 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

42. •If we are to guide and direct our students, we
need to know where we are going, which
paths are the most likely to get us there, and
which paths are most likely to be dead ends.
This means that, as teachers of reading, we
must be cognizant of our underlying beliefs or
theories of literacy development: how one
begins to learn to read and how one develops
from that point into an increasingly effective
reader with a broadening range of texts

43. •. As teachers , we must know --in the sense of
holding beliefs that are grounded in
experience and information --how this
literacy development is affected by the
knowledge, experiences, and cognitive stage
of adults.

44. Thanks…………..
I’m done….

45. References:
TeachingEnglish| British Council |
BBC(http://www.teachingenglish.org.uk)
Anderson,R.C.,&Pearson,P.D.(1984).A
schematheoreticviewofbasicprocessesin
reading.InP.D.Pearson(Ed.),Handbookof
readingresearch(pp.255-291).
WhitePlans,NY:Longman.