Bottom Up Strategies/Method
-driven by a process that results in meaning
-when the text is unfamiliar/haven't read before
-decoding, understand simply by trying to make sense on what is written in the text.
Part-to-whole Model
Geonard Bloomfield
-Reading starts with the understand of the code
-analysis of the code helps in getting easily the meaning of the text
Emerald Dechant
-the hierarchical organization of the written text is important in reading
-reading starts with the processing of the smallest linguistic unit and moves gradually to putting together the smaller units - results in recognizing and understanding the higher units.
Charles Fries
-Learning to transfer from auditory signs of language signals to a set of visual signs for the same signal is needed.
Philip B. Gough
-developing a considerable language of habitual responces to a specific set of pattern suggests ability to learn.
T. Mccornick
-Positive recognition of every word through phonemic encoding results from processing letter by letter visual analysis.
Top-Down Model
-inside - out model
-concept driven model
-whole to part model
-it allows reader to decode a text even without understanding the meaning of each word
-it helps recognize unfamiliar words through the use of meaning and grammatical cues
-it emphasizes reading for meaning
-engages readers in meaning activities instead of concentrating on the enhancement of word attack skills.
Meaning is constructed by the selected views of information from various sources:
Graphemic-All of the letters and letter combinations that represent a phoneme
Phonemic - smallest units of meaning
morphemic syntax
semantics
Kenneth Goodman
-reading is understood at once as both a perceptual and cognitive process
-to be able to accomplish the task of reading a skill reader must be able to use sensory, sentactic, semantic and pragmatic information.
Top-higher order mental concept: such knowledge and expectations of the reader and the bottom as their physical text on the page.
Top-down emphasizes readers bringing meaning to text based on their experential background and interpreting text based on their prior knowledge (whole langauge)
interactive - good readers are both good decoders and enterpreters of text, their decodin skills are becoming more automatic.
-uses prints as input and meaning as output
Emerging Reading Model
Rumelhart Model - states the successful reading is both perceptual and a cognitive process
-stresses the influence of various sources: feature extraction, orthographic knowledge, lexical knowledge, syntactic knowledge and semantic knowledge on the text processing and readers intergration.
-incorporates a mechanism labeled as "message centre" which holds information and then redirects them as needed.
Stanovich Model (1980)
-introduced the interactive-compensatory reading model
-believes that neither bottom-up nor top-down addresses all areas of reading comprehension. but the interactive compensatory taps into the strengths of both bottom up and top down.
-incorporates the compensation mode to this model with the interaction between the top down and bottom up processing.
Anderson and Pearson Schematic View(1984)
-focuses on the role of schematic knowledge stored in memory in text comprehension
-believes that comprehension is the interaction between old and new information.
-driven by a process that results in meaning
-when the text is unfamiliar/haven't read before
-decoding, understand simply by trying to make sense on what is written in the text.
Part-to-whole Model
Geonard Bloomfield
-Reading starts with the understand of the code
-analysis of the code helps in getting easily the meaning of the text
Emerald Dechant
-the hierarchical organization of the written text is important in reading
-reading starts with the processing of the smallest linguistic unit and moves gradually to putting together the smaller units - results in recognizing and understanding the higher units.
Charles Fries
-Learning to transfer from auditory signs of language signals to a set of visual signs for the same signal is needed.
Philip B. Gough
-developing a considerable language of habitual responces to a specific set of pattern suggests ability to learn.
T. Mccornick
-Positive recognition of every word through phonemic encoding results from processing letter by letter visual analysis.
Top-Down Model
-inside - out model
-concept driven model
-whole to part model
-it allows reader to decode a text even without understanding the meaning of each word
-it helps recognize unfamiliar words through the use of meaning and grammatical cues
-it emphasizes reading for meaning
-engages readers in meaning activities instead of concentrating on the enhancement of word attack skills.
Meaning is constructed by the selected views of information from various sources:
Graphemic-All of the letters and letter combinations that represent a phoneme
Phonemic - smallest units of meaning
morphemic syntax
semantics
Kenneth Goodman
-reading is understood at once as both a perceptual and cognitive process
-to be able to accomplish the task of reading a skill reader must be able to use sensory, sentactic, semantic and pragmatic information.
Top-higher order mental concept: such knowledge and expectations of the reader and the bottom as their physical text on the page.
Top-down emphasizes readers bringing meaning to text based on their experential background and interpreting text based on their prior knowledge (whole langauge)
interactive - good readers are both good decoders and enterpreters of text, their decodin skills are becoming more automatic.
-uses prints as input and meaning as output
Emerging Reading Model
Rumelhart Model - states the successful reading is both perceptual and a cognitive process
-stresses the influence of various sources: feature extraction, orthographic knowledge, lexical knowledge, syntactic knowledge and semantic knowledge on the text processing and readers intergration.
-incorporates a mechanism labeled as "message centre" which holds information and then redirects them as needed.
Stanovich Model (1980)
-introduced the interactive-compensatory reading model
-believes that neither bottom-up nor top-down addresses all areas of reading comprehension. but the interactive compensatory taps into the strengths of both bottom up and top down.
-incorporates the compensation mode to this model with the interaction between the top down and bottom up processing.
Anderson and Pearson Schematic View(1984)
-focuses on the role of schematic knowledge stored in memory in text comprehension
-believes that comprehension is the interaction between old and new information.
Schema theory – already known general ideas subsume and anchor new information
schemata - knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become part of the knowledge store.
schema an abstract knowledge structure; a structure that represents the relationship among its components.
Pierson and Tierney R/W model
-promotes negotiation of meaning between writer and reader who both create meaning through the text as the medium.
-views 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"
-considers pragmatic theories of language which state that every speech acts, untterance or attempt at comprehending an utterance is an action.
Thoughtful reader with four interactive roles:
1. Planner - creates goal, use existing knowledge, besides how to align 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.
schemata - knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become part of the knowledge store.
schema an abstract knowledge structure; a structure that represents the relationship among its components.
Pierson and Tierney R/W model
-promotes negotiation of meaning between writer and reader who both create meaning through the text as the medium.
-views 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"
-considers pragmatic theories of language which state that every speech acts, untterance or attempt at comprehending an utterance is an action.
Thoughtful reader with four interactive roles:
1. Planner - creates goal, use existing knowledge, besides how to align 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.
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