theories and models of reading

7/28/2019 Theories and Models of Reading

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THEORIES AND MODELS OF

READING

Reporter: Ms. Peggy Anne W. Orbe


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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/)


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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.


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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)


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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.


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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.


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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.


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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.


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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.


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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


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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


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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.


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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


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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.


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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


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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


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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.


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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.


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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


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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.


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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.


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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


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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.


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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.


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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


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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.


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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.


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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.


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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.


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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.


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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.


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EMERGING READING MODELS


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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


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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


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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.


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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


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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


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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


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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


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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


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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


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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


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. 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.


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Thanks..

Im done.


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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/

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