Three Reading Models

Theories in reading instruction


TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part

Views from some researchers

1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print

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.

FEATURES OF TOP-DOWN APPROACH
Reading requires the use of meaning activities than the mastery of series of word- recognition skills.
The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections
The most important aspect about reading is the amount and kind of information gained through reading.

BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985

FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing

INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985

1. Theories in reading instruction Maria Antonette C. Andres Jeannel Soco EFR3-4

2. TOP-DOWN READING MODEL Emphasizes what the reader brings to the text Says reading is driven by meaning Proceeds from whole to part

3. Views from some researchers 1. Frank Smith – Reading is not decoding written language to spoken language 2. reading is a matter of bringing meaning to print

4. 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.

5. Reading requires the use of meaning activities than the mastery of series of word- recognition skills. The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections The most important aspect about reading is the amount and kind of information gained through reading. FEATURES OF TOP-DOWN APPROACH

6. BOTTOM UP Emphasizes a single direction Emphasizes the written or printed texts Part to whole model Reading is driven by a process that results in meaning

7. PROPONENTS OF THE BOTTOM UP Flesch 1955 Gough 1985

8. FEATURES OF BOTTOM-UP Believes the reader needs to: Identify letter features Link these features to recognize letters Combine letter to recognize spelling patterns Link spelling patterns to recognize words P roceed to sentence, paragraph, and text- level processing

9. INTERACTIVE READING MODEL It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process . Reading as an active process that depends on reader characteristics, the text, and the reading situation ( Rumelhart , 1985) Attempts to combine the valid insights of bottom-up and top-down models .

10. PROPONENTS OF THE INTERACTIVE READING MODEL Rumelhart , D. 1985 Barr, Sadow , and Blachowicz 1990 Ruddell and Speaker 1985