READING MODELS AT REPORTED BY:

Kristine Abreo & Rex

A GLANCE Baco
BEED 3A
 BOTTOM-UP MODEL
( PHILLIP GOUGH, 1972)
 The bottom-up model is
principally concerned with
the recognition of letter
and phonic counterparts.
 This model posits that
the reading process
commences with individual
recognition of individual
words of the text
presented to the readers.
 This knowledge then leads to the
recognition of individual words of the
text presented to the readers.
 Whole text meaning-making is a
process of building understanding of
individual letter to the word level, then to
the sentential level, and finally, the text
level.
 TWO EQUALLY IMPORTANT
SKILLS IN READING
 LANGUAGE COMPREHENSION
- The ability to understand the language text is
written in.

 DECODING
- The ability to decode the words in the text.
 BENEFITS OF BOTTOM UP
 Better pronunciation and word
recognition

 Improve spelling

 Auditory learners tend to benefit from

phonic approach
 DRAWBACKS OF BOTTOM UP
 The idea of linear processing
Underestimated the contribution of the reader
Failed to recognize that students utilized their
expectations about the text based on the
knowledge of language and how it works.
 Failure to include previous experience and
knowledge into processing.
 TOP-DOWN MODEL
( KENNETH GOODMAN, 1967
) The top-down model puts
premium on the reader’s active
involvement in the reconstruction
of the meaning conveyed by the
text.
 The top-down model looks at
the reader’s knowledge base
(schema) and his/her ability to
make prediction using this base.
 The top-down model of reading
highlights the higher-order
thinking skills inherent in reading.
 KEY FEATURES OF TOP-
DOWN MODEL
 Meaning does not require 100% word
identification

Read, Write, Speak, Listen

Meaning is important
 INTERACTIVE READING MODEL
( DAVID RUMELHART, 1977 )
 The Interactive Reading Model
explains that readers utilize their
VOCAB graphophonic, lexical, syntactic ,
ULARY semantic , and pragmantic
LIFE STRU knowledge; in order to make
EXPER CTUR meaning of the text.
IENCE E  Both surface and deep structure
ACTI system are tapped when reading, so
VATI that when the readers see a new
word, they try to decode it using
ON knowledge of letter sounds and
relate the word to what they may
already know.
 WHAT ARE THE COMPONENTS OF
THE READING PROCESS?
The following are the requisites of the reading process and
should guide the following reading teachers in their
pedagogy ( NCAA Research Report 2012):
1. Vocabulary – the knowledge of word and word meaning. It
includes both receptive and expressive vocabulary.
Receptive vocabulary includes the words that one takes in
listening and reading. On the other hand, Expressive
vocabulary is composed of the words one uses when
speaking and writing.
2. Comprehension - the main objective of reading. It involves
analyzing and synthesizing of the text to create meaning.
3. Oral Reading Fluency – the ability to read aloud with
expression to demonstrate an understanding of the
author’s message ( Department of Education and
Training in Western Australia 2004 ) . McKeena and
Stahl (2009) stated that the three key of oral reading
fluency are accurate word recognition, automaticity,
and appropriate rhythm and intonation of speech.
4. Reading Attitude/Motivation – the attitude one has
toward reading. Unenthusiastic or relucant readers
need to encourage to read through supportive and
physical and social environment.
5. Phonological Awareness – the ability to work around
sound units that comprise or make up a word.