7/28/2019 Theories and Models of Reading
1/45
THEORIES AND MODELS OF
READING
Reporter: Ms. Peggy Anne W. Orbe
7/28/2019 Theories and Models of Reading
2/45
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 W17H0U7 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/)
7/28/2019 Theories and Models of Reading
3/45
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/)
This message serves to prove how our minds can
do amazing things! Impressive things! In the
beginning it was hard but now, on this line your mind
is reading it automatically without even thinking
about it, be proud! Only certain people can read this.
Please forward if you can read this.
7/28/2019 Theories and Models of Reading
4/45
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 thehmuan 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)
7/28/2019 Theories and Models of Reading
5/45
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. Therset can be a taotl mses and you can sitll raed it wouthit a porbelm.
(http://www.sunbeltsoftware.com/stu/human_mind/)
I couldnt believe that I could actually understand
what I was reading. The phenomenal power of the
human mind, according to a research at CambridgeUniversity, it doesnt matter in what order the letters
in a word are, the only important thing is that the first
and last letter be in the right place. The rest can be a
total mess and you can still read it without a
problem.
7/28/2019 Theories and Models of Reading
6/45
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.
7/28/2019 Theories and Models of Reading
7/45
According to Nunan (1991)
Reading in this view is basically a matter of
decoding a series of written symbols into their
aural equivalents in the quest for making
sense of the text.
He referred to this process as the 'bottom-up'
view of reading.
7/28/2019 Theories and Models of Reading
8/45
Bottom up Model
It is a reading model that emphasizes thewritten or printed text. It emphasizes the
ability to decode or put into sound what is
seen in the text.
7/28/2019 Theories and Models of Reading
9/45
According to McCarthy (1999)
He has called this view 'outside-in' processing,referring to the idea that meaning exists in the
printed page and is interpreted by the reader
then taken in.
7/28/2019 Theories and Models of Reading
10/45
FEATURES OF BOTTOM-UP MODEL
The reader needs to:
1. Identify letter features
2. Link these features to recognize letters3. Combine letter to recognize spelling patterns
4. Link spelling patterns to recognize words
5. Then proceed to sentence, paragraph, andtext- level processing
7/28/2019 Theories and Models of Reading
11/45
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
readers prior knowledge of words
7/28/2019 Theories and Models of Reading
12/45
Emerald Dechant
Bottom-up models operate on the principle
that the written text is hierarchically
organized.
That the reader first process smallest
linguistic unit, gradually compiling the smaller
units to decipher and comprehend the higher
units.
7/28/2019 Theories and Models of Reading
13/45
Charles Fries:
The reader must learn to transfer from theauditory signs for language signals to a set of
visual signs for the same signals.
The reader must automatically respond to thevisual patterns.
Learning to read. Means developing
considerable range of habitual responses to a
specific set of patterns of graphic shapes
7/28/2019 Theories and Models of Reading
14/45
Philip B. Gough:
Reading is strictly a serial process
Lexical, syntactic and semantic rules areapplied to the phonemic output which itself
has been decoded from print.
7/28/2019 Theories and Models of Reading
15/45
Drawbacks of Bottom -up
The idea of linear processing
Underestimated the contribution of the
reader
Failed to recognize that students utilize theirexpectations about the text based on their
knowledge of language and how it works Failure to include previous experience and
knowledge into processing
7/28/2019 Theories and Models of Reading
16/45
THE COGNITIVE VIEW
Also known as Top - down model.
According to Nunan (1991) and Dubin and
Bycina (1991), the psycholinguistic model of
reading and the top-down model are in exact
concordance.
direct opposition to the 'bottom-up'model
7/28/2019 Theories and Models of Reading
17/45
Goodman (1967; cited in Paran, 1996)
Presented reading as a psycholinguistic
guessing game, a process in which readers
sample the text, make hypotheses, confirm or
reject them, make new hypotheses, and so
forth.
The reader rather than the text is at the heart
of the reading process.
7/28/2019 Theories and Models of Reading
18/45
The Schema Theory of reading also fits withinthe cognitively based view of reading.
Rumelhart (1977)
described schemata as"building blocks ofcognition" which are used in the process ofinterpreting sensory data, in retrieving
information from memory, in organising goalsand subgoals, in allocating resources, and inguiding the flow of the processing system.
7/28/2019 Theories and Models of Reading
19/45
Rumelhart has also stated that if our schemata
are incomplete and do not provide an
understanding of the incoming data from the
text we will have problems processing andunderstanding the text
7/28/2019 Theories and Models of Reading
20/45
Dole et al. (1991)
stated that, besides knowledge brought to bearon the reading process, a set of flexible,
adaptable strategies are used to make sense
of a text and to monitor ongoing
understanding.
7/28/2019 Theories and Models of Reading
21/45
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.
7/28/2019 Theories and Models of Reading
22/45
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
7/28/2019 Theories and Models of Reading
23/45
Kenneth S. Goodman
The goal of reading is constructing meaningin 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 withtext, is selective in using just as little of the
cues from text as necessary to construct
meaning.
7/28/2019 Theories and Models of Reading
24/45
The Metacognitive View
Also known as Interactive Reading Model
According to Block (1992)
The readers attempt to form a summary ofwhat was read.
Klein et al. (1991)
Metacognition involves thinking about what oneis doing while reading.
7/28/2019 Theories and Models of Reading
25/45
Klein stated that strategic readers attempt thefollowing while reading:
Identifying the purpose of the reading beforereading
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. Forinstance, they try to locate a topic sentenceand follow supporting details toward aconclusion
7/28/2019 Theories and Models of Reading
26/45
Projecting the author's purpose for writing thetext (while reading it),
Choosing, scanning, or reading in detail
Making continuous predictions about whatwill occur next, based on informationobtained earlier, prior knowledge, and
conclusions obtained within the previousstages.
7/28/2019 Theories and Models of Reading
27/45
Interactive Model emphasizes the role of prior
knowledge or pre-existing knowledge inproviding the reader with non-visual or
implicit information in the text.
Also, adds the fact that the role of certain kindof information-processing skills is also
important.
7/28/2019 Theories and Models of Reading
28/45
Interactive approaches see the advent of the
incorporation of bottom-up and top-down
approaches to reading (Eskey, 1988; Samuelsand Kamil, 1988).
Both modes of information processing, top-
down and bottom-up alike, are seen asstrategies 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.
7/28/2019 Theories and Models of Reading
29/45
VIEWS OF SOME RESEARCHERS ABOUT
THE INTERACTIVE READING MODEL:
Emerald Dechant
The interactive model suggests that the
reader constructs meaning by the selective
use of information from all sources of
meaning without adherence to any set order.
The reader simultaneously uses all levels of
processing even though one source of
meaning can be primary at a given time.
7/28/2019 Theories and Models of Reading
30/45
Kenneth Goodman
An interactive model is one which uses printas input and has meaning as an output.
The reader provides input too, and the reader
interacting with the text, is selective in usingjust as little of the cues from text as necessary
to construct meaning.
7/28/2019 Theories and Models of Reading
31/45
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.
7/28/2019 Theories and Models of Reading
32/45
EMERGING READING MODELS
7/28/2019 Theories and Models of Reading
33/45
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
7/28/2019 Theories and Models of Reading
34/45
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 inferencec. reliance on knowledge of the content
7/28/2019 Theories and Models of Reading
35/45
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.
7/28/2019 Theories and Models of Reading
36/45
PEARSON and TIERNEY R/W MODEL
Negotiation of meaning between writer & reader whoboth 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 anotherreader who lives within her.
Reader reads with the expectation that the writer hasprovided sufficient clues about the meaning
Writer writes with the intention the reader will createmeaning
7/28/2019 Theories and Models of Reading
37/45
Context is important
Knowing why something was said is as crucial
to interpreting the message as knowing whatwas said
Failing to recognize authors goal can interfere
with comprehension of the main idea or pointof view
7/28/2019 Theories and Models of Reading
38/45
Focus on the thoughtful reader with 4
interactive roles:
1.Planner creates goal, use existingknowledge, decides how to align with the text
2.Composer searches for coherence in gaps
with inferences about the relationship withinthe text
3.Editor examines his interpretations
4. Monitor directs the other 3 roles
7/28/2019 Theories and Models of Reading
39/45
MATHEWSONS MODEL OF ATTITUDE
INFLUENCE
Attitude toward reading may be modified by a
change in readers goal. Attitude has tri-
componential construct: - cognitive
component - affective component -
psychomotor component
7/28/2019 Theories and Models of Reading
40/45
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 readers goal
Examples:
Topic of no interest
Examination on comprehension
7/28/2019 Theories and Models of Reading
41/45
Feedback during reading may affect attitude
and motivation:
Satisfaction with affect developed throughreading
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
7/28/2019 Theories and Models of Reading
42/45
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 ortheories of literacy development: how one
begins to learn to read and how one develops
from that point into an increasingly effectivereader with a broadening range of texts
7/28/2019 Theories and Models of Reading
43/45
. 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 theknowledge, experiences, and cognitive stage
of adults.
7/28/2019 Theories and Models of Reading
44/45
Thanks..
Im done.
7/28/2019 Theories and Models of Reading
45/45
References:
TeachingEnglish | British Council |
BBC(http://www.teachingenglish.org.uk)
Anderson, R.C., & Pearson, P.D. (1984). A
schema theoretic view of basic processes in
reading. In P.D. Pearson (Ed.), Handbook of
reading research (pp.255-291).
White Plans, NY: Longman.
http://www.teachingenglish.org.uk/http://www.teachingenglish.org.uk/