Reading models
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This document summarizes several models of the reading process: - The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes. - Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text. - Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
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The top-down model of reading focuses on the reader's background knowledge and ability to make predictions about a text based on that knowledge. Readers use their existing knowledge to guide comprehension, relying on the text only to confirm or modify their predictions. It is a concept-driven approach where readers look at the overall meaning first before analyzing individual words or sentences. Exercises that activate readers' background knowledge, like pre-reading activities, help increase understanding by giving context and familiarizing readers with the topic before reading.
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2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
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The document discusses several interactive and constructive models of reading:
- Rumelhart's model emphasizes how bottom-up and top-down processes interact through parallel application of sensory and non-sensory information.
- Stanovich's interactive-compensatory model proposes readers use bottom-up and top-down processes simultaneously and flexibly depending on purpose and knowledge, allowing compensation across levels.
- Anderson and Pearson's schema-theoretic view focuses on the role of schemas in anchoring new information through interaction of old and new knowledge.
- Pearson and Tierney's reading/writing model views reading as an act of composing meaning through negotiation between reader and writer.
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Bottom-up and top-down models describe two approaches to reading. Bottom-up processing focuses on individual letters and words and proceeds from parts to the whole, like the phonics approach which teaches letter-sound relationships. Top-down processing emphasizes using context and prior knowledge to understand texts as a whole before analyzing individual parts, like the whole language approach. Both approaches have benefits for different types of learners.
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2. Comprehension, which is the level of understanding of a text/message from interaction between words and outside knowledge.
3. Oral reading fluency, which is reading aloud with expression to demonstrate understanding, and has three key components - accurate word recognition, automaticity, and appropriate rhythm and intonation.
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5. Phonological awareness, which is the ability to work with
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Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
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The document discusses the benefits of using video in the EFL (English as a Foreign Language) classroom. It notes that today's students are accustomed to multimedia and a digital world. Using video can help engage students and promote active, self-directed learning. The document outlines several benefits of using video, such as helping to learn vocabulary, expand content knowledge, and increase engagement through visual and auditory elements. It also provides tips for how teachers can effectively incorporate video into their lessons, such as pairing it with interactive activities before, during and after viewing.
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The document provides background information on Homer and his epic poems The Iliad and The Odyssey. It notes that Homer's historicity is uncertain as no biographical facts are known, and the poems were part of an oral tradition before being written down around 700 BC. The Iliad depicts events during the Trojan War, focusing on the quarrel between Achilles and Agamemnon and its consequences. Key characters of both the Greek and Trojan sides are identified.
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Standardized tests are designed to have consistent objectives and criteria across different forms of the test. They measure students' mastery of prescribed grade-level competencies. Developing a standardized test involves determining its purpose, designing test specifications, creating and selecting test items, evaluating items, specifying scoring procedures, and ongoing validation studies. The document outlines these steps and provides examples of standardized language proficiency tests like TOEFL and IELTS.
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Reading models
- 3. 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. 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.
- 7. Combination of Bottom-up and Top-down processes. Good readers are both good decoders and good interpreters of the text.
- 9. RUMELHART MODEL (1977)
- 10. States that successful reading is both a PERCEPTUAL and a COGNITIVE process. - Orthographic knowledge - Lexical, Syntactic and Semantic knowledge
- 11. STANOVICH MODEL (1980)
- 12. 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
- 13. ANDERSON and PEARSON SCHEMA- THEORETIC VIEW
- 14. 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
- 15. PEARSON and TIERNEY R/W MODEL
- 16. Considers PRAGMATIC THEORIES which state that: “utterance is an action”. CONTEXT is important. INTERACTIVE ROLES: - Planner - Composer - Editor - Monitor
- 17. MATHEWSON’S MODEL OF ATTITUDE INFLUENCE
- 18. Attitude toward reading may be modified by a change in reader’s goal. Attitude has tri-componential construct: - cognitive component - affective component - conative component
- 19. 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.