READING

Goodman-

Reading as a psycholinguistic guessing game. Reading as an active process

Attempts to reconstruct his own knowledge
Capitalizes on childrens prior strengths, past experiences and knowledge

Chomsky-

Aid to literacy skills

Increase interest in books and in learning to read
Enhances background information
Familiarization with the language of books

Holdaway-

Stimulate reading model set

Learn to learn naturally in the home environment and interactions with the parents

Vygotsky-

Internalized social relationship

Increase their dependent engagement in reading activities

Teale-

Social functions and conventions of reading are acquired

Acquired through socially interactive and emulative behavior

DEVELOPMENTAL READING
Refers to a comprehensive reading program which consists of several periods or stages. These
periods usually coincide with the developmental stages of growth of the individual. It is believed
that one progresses gradually in acquiring and developing certain skills.
A Developmental task is a specific responsibility that the individual faces at certain stages of life
in order to be well-adjusted. (Havighurst 1981)
Refers to the refinement of vocabulary, comprehension, literary appreciation, and study skills
which are needed in both intensive and extensive reading.

LEVELS OF READING
1. Careful Reading may also be described as critical, analytical or thoughtful to detail,
reflective, and evaluative. This type of reading is usually employed in studying or
reading thoughtprovoking material.
2. Usual Reading, the most habitual manner of reading, applies in a wide variety of
situations reading newspaper articles, novels, or magazines in which the reader usually does not
have a clearly defined purpose that demands either detailed comprehension or rapid completion.
3. Accelerated Reading is the type of reading most often attempted when time is limited. The
reader is alert, reads aggressively, and attempts to cover material sacrificing comprehension.
To do this, the reader must, of course, expend extra energy.
4. Selective Reading, in order to benefit from selective reading, students should be proficient
in the first three levels of reading. Skimming and scanning is that type of reading in which
the reader locates and deals with only those parts of the content that serves their purposes.
Skimming and scanning are alike in that the reader alternates in the following ways:
a) Scanning: in scanning, the reader has a specific question in their mind or information that is
needed. The reader goes to the content and searches through it until the information is found.
b) Skimming: in skimming, the reader passes quickly through an article or chapter to
get a general impression of the whole. A person might previewskim

before reading material more carefully. This type of skimming, called surveying by many
people is often used in studying and in reference work. A general impression is sufficient.
The reader does not feel the need to read the material previously read, going back over material
to study for a test or to prepare a report.
1. FIRST LEVEL (Literal)
Readers find meaning is found DIRECTLY in the text: you can literally put a finger in the reading
and POINT TO THE ANSWER.
2. SECOND LEVEL (Interential)
Readers INTERPRET what is in the text. Readers REASON, COMPARE, & CONTRAST,
CLASSIFY, ANALYZE. Readers look for what passages REPRESENT or SUGGEST. The exact
answer CANNOT be found directly in the text: the answer is between the lines. Key questions
include How?, and Why?
3. THIRD LEVEL (Evaluative)
The third level is SUPER abstract. The answers are found beyond the lines. Readers move
beyond the text to connect to UNIVERSAL MEANING. Key questions include Why is this
important? How does this text connect with my life? With all human beings? Readers move
BEYOND THE WHAT? to the SO WHAT?

BOTTOM UP THEORY OF READING

A bottom-up reading model emphasizes a single-direction, part-to-whole processing of a text. In
the beginning stages it gives little emphasis to the influences of the readers world knowledge,
contextual information, and other higher-order processing information strategies. (Dechant
1991).).
A bottom-up reading model is a reading model that
*emphasizes the written or printed text
*says reading is driven by a process that results in meaning (or, in other words, reading is driven
by text), and
*proceeds from part to whole. Also known as:part to whole model
Proponents
Here are some proponents of the bottom-up reading model: Flesch 1955, Gough 1985, La Berge
and Samuels 1985
Bottom-up advocates believe the reader needs to: identify letter features, link these features to
recognize letters, combine letters to recognize spelling patterns, link spelling patterns to
recognize words, and then proceed to sentence, paragraph and text-level processing.

TOP DOWN THEORY OF READING

Top-down reading models suggest that processing of a text begins in the mind of the readers wit
h:
*meaning-driven processes, or
*an assumption about the meaning of a text.
From this perspective, readers identify letters and words only to confirm their
assumptions about the meaning of the text. (Dechant 1991)
Proponents
Here are some proponents of the top-down reading model:

Goodman, K. 1985
Smith, F. 1994
The proponents generally agree that :
*comprehension is the basis for decoding skills, not a singular result, and
*meaning is brought to print, not derived from print.
A top-down reading model is a reading model that:
*emphasizes what the reader brings to the text
*says reading is driven by meaning, and
*proceeds from whole to part. Also known as: inside-out model, concept-driven model, whole to
part model
Reading for meaning is the primary objective of reading rather than masteryof letters,
letter/sound relationships, and words.
INTERACTIVE READING
An interactive reading model attempts to combine the valid insights of bottom-up and top-down
models. It attempts to take into account the strong points of the bottom-up and top-down
models, and tries to avoid the criticisms leveled against each, making it one of the most
promising approaches to the theory of reading today.
An interactive reading model is a reading model that recognizes the interaction of bottom-up and
top-down processes simultaneously throughout the reading process
Proponents
Here are some proponents of the interactive reading model: Rumelhart, D. 1985, Barr, Sadow,
and Blachowicz 1990, Ruddell and Speaker 1985
The interactive model suggests that the reader constructs meaning by the selective use of
information from all sources of meaning (graphemic, phonemic, morphemic, syntax, semantics)
without adherence to any one set order. The reader simultaneously uses all levels of processing
even though one source of meaning can be primary at a given time. (Dechant, 1991)
An interactive model is one which uses print as input and has meaning as output. But the reader
provides input, too, and the reader, interacting with the text, is selective in using just as little of
the cues from text as necessary to construct meaning. (Goodman, K., 1981)
Reading is at once a perceptual and a cognitive process. It is a process which bridges and blurs
these two traditional distinctions. Moreover, a skilled reader must be able to make use of
sensory, syntactic, semantic, and pragmatic information to accomplish the task. These various
sources of information appear to interact in many complex ways during the process of reading
(Rumelhart, D. 1985).