THEORIES AND MODELS OF READING

Reporter: Ms. Peggy Anne W. Orbe

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.
(Source: http://didyouknow.org/numbers-as-letters/)

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.

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. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm.
(Source:http://www.sunbeltsoftware.com/stu/human_mind)

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. The rset 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 Cambridge University, 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.

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.

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.

 Bottom up 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.

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.

FEATURES OF BOTTOM-UP MODEL

1. 2. 3. 4. 5. The reader needs to: Identify letter features Link these features to recognize letters Combine letter to recognize spelling patterns Link spelling patterns to recognize words Then proceed to sentence, paragraph, and text- level processing

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

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.

Charles Fries: The reader must learn to transfer from the auditory signs for language signals to a set of visual signs for the same signals. The reader must automatically respond to the visual patterns. Learning to read. Means developing considerable range of habitual responses to a specific set of patterns of graphic shapes

Philip B. Gough: Reading is strictly a serial process Lexical, syntactic and semantic rules are applied to the phonemic output which itself has been decoded from print.

Drawbacks of Bottom -up

The idea of linear processing Underestimated the contribution of the reader Failed to recognize that students utilize their expectations about the text based on their knowledge of language and how it works Failure to include previous experience and knowledge into processing

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

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.

The Schema Theory of reading also fits within the cognitively based view of reading. Rumelhart (1977) described schemata as"building blocks of cognition" which are used in the process of interpreting sensory data, in retrieving information from memory, in organising goals and subgoals, in allocating resources, and in guiding the flow of the processing system.

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 and understanding the text

Dole et al. (1991) stated that, besides knowledge brought to bear on the reading process, a set of flexible, adaptable strategies are used to make sense of a text and to monitor ongoing understanding.

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.

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

Kenneth S. Goodman The goal of reading is constructing meaning in 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 with text, is selective in using just as little of the cues from text as necessary to construct meaning.

The Metacognitive View

Also known as Interactive Reading Model According to Block (1992) The readers attempt to form a summary of what was read. Klein et al. (1991) Metacognition involves thinking about what one is doing while reading.

 Klein stated that strategic readers attempt the following while reading: Identifying the purpose of the reading before reading 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. For instance, they try to locate a topic sentence and follow supporting details toward a conclusion

 Projecting the author's purpose for writing the text (while reading it), Choosing, scanning, or reading in detail Making continuous predictions about what will occur next, based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages.

 Interactive Model emphasizes the role of prior knowledge or pre-existing knowledge in providing the reader with non-visual or implicit information in the text. Also, adds the fact that the role of certain kind of information-processing skills is also important.

 Interactive approaches see the advent of the incorporation of bottom-up and top-down approaches to reading (Eskey, 1988; Samuels and Kamil, 1988). Both modes of information processing, topdown and bottom-up alike, are seen as strategies 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.

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.

Kenneth Goodman An interactive model is one which uses print as input and has meaning as an output. 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.

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.

EMERGING READING MODELS

STANOVICH MODEL (1980)

Interactive-compensatory reading model. Readers who rely on both Bottom-up and Topdown processes are depending on: - reading purpose - motivation - schema - knowledge of the subject

ANDERSON and PEARSON SCHEMATHEORETIC 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

 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.

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: the thoughtful reader is the reader who reads as if she were a writer composing a text yet for another reader who lives within her. 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

 Context is important Knowing why something was said is as crucial to interpreting the message as knowing what was said Failing to recognize authors goal can interfere with comprehension of the main idea or point of view

 Focus on the thoughtful reader with 4 interactive roles: 1.Planner creates goal, use existing knowledge, decides how to align with the text 2.Composer searches for coherence in gaps with inferences about the relationship within the text 3.Editor examines his interpretations 4. Monitor directs the other 3 roles

MATHEWSONS MODEL OF ATTITUDE INFLUENCE

Attitude toward reading may be modified by a change in readers goal. Attitude has tricomponential construct: cognitive component - affective component psychomotor component

 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

 Feedback during reading may affect attitude and motivation: Satisfaction with affect developed through reading 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 selfconcept

 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 or theories of literacy development: how one begins to learn to read and how one develops from that point into an increasingly effective reader with a broadening range of texts

 . 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 the knowledge, experiences, and cognitive stage of adults.

Thanks..
Im done.

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.