READING MODELS

READING MODELS

What are reading models

 are graphics that attempt to depict how an individual perceives a word,

 processes a clause, and comprehends a text.

----Singer and Ruddell 1985

are different explanations how the complex process of reading takes place.

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.

DECODING

LETTERSWORDS

PHRASES

SENTENCES

BRAIN

PRINTED TEXT

TOP-DOWN READING MODEL

Processing of a text begins in the mind of the readers with meaning –driven processes, or an assumption about the meaning of a text.

Emphasizes readers bringing meaning to text based on their experiential background and prior knowledge.

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.

BRAIN

PRINTED TEXT

INTERACTIVE READING MODEL

Combination of Bottom-up and Top-down processes.

Good readers are both good decoders and good interpreters of the text(Eskey,1998).

Reader and text interact as the reader uses prior background knowledge and knowledge from the text to derive meaning (Grabe,1991).

Uses print as input and has meaning as output(Goodman,1981).

EMERGING READING MODELS

RUMELHART MODEL(1977) States that successful reading is both a PERCEPTUAL and a

COGNITIVE process.

stresses the influence of various sources namely feature extraction, orthographic knowledge, lexical, syntactic and semantic knowledge

“message centre” which allows the sources of knowledge to interact with each other and thereby enable higher-level processing to influence lower-level processing.

David E. Rumelhart

RUMELHART MODEL

VISFeature extraction device

PatternSynthesizer

Orthographic Knowledge

Lexical Knowledge

SyntacticalKnowledge

Semanticknowledge

Model of probable interpretation

Graphic Input

STANOVICH MODEL

Interactive-compensatory reading model.

Readers relies on both bottom up and top down processes simultaneously and alternatively depending on the reading purpose, motivation, schema and knowledge of the subject.

Compensatory mode with the interaction between the top-down and bottom-up processing.

Believes that if there is a deficiency at an early print-analysis stage (BU), higher order knowledge structures (TD) will attempt to compensate.

notes that for the poor reader, who may be both inaccurate and slow at word recognition but who has knowledge of the text-topic, TD processing may allow for this compensation

Keith E. Stanovich

COMPENSATORY MODE

Beagles, Retriever, Spaniels, as well as other ____ of dogs are favorite canines for hunting enthusiast.

EXAMPLE:

The jeweler put the green emerald in the ring

JEWELER

GEMS

JEWELRIES SUCH AS

RINGS

ANDERSON and PEARSON SCHEMA- THEORETIC VIEW It focuses on the role of schemata (knowledge stored in

memory) in text comprehension.

Comprehension = interaction between old & new information

Schema Theory: Already known general ideas subsume & anchor new information.

-Includes: a) info about the relationships among the components, b) role of inference & c) reliance on knowledge of the content, + abstract & general schemata.

-schemata

-schema

P. David Pearson

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

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

Consider: pragmatic theories of language that every speech acts, utterance, or attempt at comprehending an utterance is an action

Reading is an act of composing rather than recitation or regurgitation

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 Focus on the thoughtful reader with 4 interactive

roles: Planner

Composer

Editor

Monitor

MATHEWSON’S MODEL OF ATTITUDE INFLUENCE

A model that addresses the role that attitude and motivation play in reading

Attitude intention to read reading Attitude = tri-componential construct:

Cognitive component (evaluation), affective component (feeling) , & conative component (action readiness) Conative = personality, volition, temperament.

This provides feedback on how motivation may change & how important it is to address affective issues in teaching reading.

Attitude toward reading may be modified by a change in reader’s goalExamples:

Topic of no interest

Feedback during reading may affect attitude and motivation1. Satisfaction with affect developed through reading

2. Satisfaction with ideas developed through reading

3. Feelings generated by ideas from the reading process

4. Ideas constructed from in the information read

5. How the reading affects values, goals and self-concept

MATHEWSON’S MODEL OF ATTITUDE INFLUENCE

Cognitive Componen

t

Affective Component

Conative Component

Attitude Towards Reading

Intention to Read

Reading Behavior

SUMMARYREADING MODELS:

Bottom-up Reading Model – text-based

Top=down Reading Model- experience-based

Interactive Reading Model- combination of bottom-up and top-down models

Rumelhart Model- influence of various sources

Stanovich Model- interactive-compensatory

Anderson and Pearson Schema- Theoretic View- schema theory

Pearson and Tierney R/W Model- a reader with four interactive roles

Mathewson’s Model of Attitude Influence – attitude and motivation