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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Theories in reading instruction report
The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.
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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.
The top down approach
The document discusses the top-down approach to teaching reading. It has 6 key features: 1) it allows readers to decode text without understanding each word, 2) it helps recognize unfamiliar words through meaning and grammar cues, 3) it emphasizes reading for meaning over individual words, 4) it engages readers in meaning activities rather than focusing on word skills, 5) it considers reading sentences, paragraphs and full texts as the core of instruction, and 6) it identifies how much and what type of information is derived from reading. The goal of reading is constructing meaning from the text rather than translating words.
1 nature of reading
Reading is a communication skill that involves a series of cognitive steps. The main steps are perception, where the reader perceives written symbols; comprehension, where the reader understands the text; and reaction, where the reader evaluates the text. There are different psychological theories of reading, including bottom-up phonics, top-down whole language, and interactive compensatory approaches. Key reading theorists include Kenneth Goodman, Jean Piaget, Rumelhart, and Patricia Carrell, who discussed cognitive processes like schema and psycholinguistic guessing. The reading process is complex, active, visual, and dependent on prior knowledge and experience. Different types of reading materials aim to develop skills or provide enjoyment.
Top down process
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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The document discusses various models of the reading process, including bottom-up, top-down, and interactive models. The bottom-up model views reading as a linear process of decoding letters into sounds and combining them into words. The top-down model sees reading as a psycholinguistic process where the reader uses context and schema to predict and confirm meanings. The interactive model integrates aspects of bottom-up and top-down models, recognizing the flexible use of graphophonic, syntactic, and semantic cues. Emerging models emphasize the roles of schema, inference, prior knowledge, and the reader's goals in the meaning-making process.
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- Rumelhart's model emphasizes how bottom-up and top-down processes interact through parallel application of sensory and non-sensory information.
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SQ3R is an active reading method that involves surveying, questioning, reading, reciting, and reviewing material. It uses techniques like turning headings into questions, taking notes in your own words, underlining important points, and periodically testing yourself with questions to improve comprehension and retention of what was read. The method recommends surveying the chapter first, then reading sections and reciting summaries in your own words before reviewing with techniques like flashcards, study sheets, and periodic testing.
The curriculum during the philippine republic
The document discusses the curriculum during the Philippine Republic, which was formed after the 1898 Philippine Declaration of Independence. Different experiments were used in the curriculum during this time period. There was a focus on using the vernacular as the medium of instruction, as well as increasingly using instructional materials that were Philippine-oriented to promote appreciation of Philippine culture and industry. The curriculum also saw revisions to subjects like social studies, sciences, language arts, and arithmetic. Vocational education and schools were introduced. Teaching methods emphasized teaching students how to learn and think independently, and could be subject-matter centered, student-centered, or community-life centered.
Making inferences and drawing conclusions
The document provides information about making inferences and drawing conclusions when reading. It discusses how readers can infer deeper meanings that are implied but not directly stated by using clues and hints from the text. It explains that inferences involve going beyond surface details and choosing the most likely explanation or conclusion based on the provided facts. The document also contrasts facts, which can be verified, from opinions, which are subjective judgments that cannot be proven accurate. It provides examples to illustrate how readers can infer meanings of words from context clues like general sense, examples, antonyms, and contrasts.
The 7 biggest mistakes.pptx (final)
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.
Iliad final
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.
Standardized testing.pptx 2
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.