ICT Role in 21st Century Education & its Challenges.pptx
Models of Reading
1. MODELS of
READING
To be able to teach reading, it is important
to understand what happens when we
read.
2. The READING PROCESS
• Reading basically involves
transforming a text, which is a
graphic representation, into
thought, or meaning.
3. However, over the last thirty years,
psychologists and linguists, using a variety of
experimental techniques, have discovered
that things are much more complex.
4. BOTTOM-UP READING MODEL
• 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.
5. • Behaviorist based= Skills-driven
• Top Researcher Today= P.Gough
• Key features:
1. Letter name, shapes
2. Letter relationships
3. Words meaning
BOTTOM-UP
8. TOP-DOWN READING MODEL
• 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.
9. TOP-DOWN
• Cognitive based=Meaning-driven
• Top Researcher= K.Goodman
• Key Features:
1. Meaning does not require 100% word
identification
2. Read, write, speak, listen
3. Meaning is important
10. TOP-DOWN
Materials/ Methods:
Predictable books, songs, rhymes, language experience
Assessment:
Knowledge constructed through meaning
Problems:
Lack of experience with words, text or activities
11.
12. INTERACTIVE READING MODEL
• Combination of Bottom-up and Top-down
processes.
• Good readers are both good decoders and
good interpreters of the text.
13. INTERACTIVE
• Constructivist based=use of cueing systems
• Researcher=Tierney
• Key Features:
1. Develop skills & strategies in meaningful context
2. Word identification contributes to meaning
14. INTERACTIVE
Materials/ Methods:
Multiple methods text features
Spelling patterns
Authentic reasons for reading and writing
Assessment:
drives instruction
Problems:
Over reliance on either top down or bottom up method
16. RUMELHART MODEL (1977)
• States that successful reading is both a
PERCEPTUAL and a COGNITIVE process.
Orthograhic knowledge
Lexical, Syntactic and Semantic
knowledge
17. 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
18. 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 inference
c. reliance on knowledge of the content
19. PEARSON and TIERNEY R/W
MODEL
• considers PRAGMATIC THEORIES which state
that: « utterance is an action ».
• CONTEXT is important.
• INTERACTIVE ROLES:
--Planner, composer, editor, monitor
20. MATHEWSON’s MODEL OF
ATTITUDE INFLUENCE
• attitude toward reading may be modified by a
change in reader’s goal.
• attitude has tri-componential construct:
--cognitive component
--affective component
--conative component
21. • 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.