Theories in reading instruction TOP-DOWN READING MODEL Emphasizes what the reader brings to the text Says reading is driven by meaning Proceeds from whole to part Views from some researchers 1. Frank Smith – Reading is not decoding written language to spoken language 2. reading is a matter of bringing meaning to print 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. FEATURES OF TOP-DOWN APPROACH Reading requires the use of meaning activities than the mastery of series of word- recognition skills. The primary focus of instruction should be the reading of sentences, paragraphs, and whole selections The most important aspect about reading is the amount and kind of information gained through reading. BOTTOM UP Emphasizes a single direction Emphasizes the written or printed texts Part to whole model Reading is driven by a process that results in meaning PROPONENTS OF THE BOTTOM UP Flesch 1955 Gough 1985 FEATURES OF BOTTOM-UP Believes 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 Proceed to sentence, paragraph, and text- level processing INTERACTIVE READING MODEL It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process. Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985) Attempts to combine the valid insights of bottom-up and top-down models. PROPONENTS OF THE INTERACTIVE READING MODEL Rumelhart, D. 1985 Barr, Sadow, and Blachowicz 1990 Ruddell and Speaker 1985

1. Theories in
reading
instruction
Maria Antonette C. Andres
Jeannel Soco
EFR3-4

2. TOP-DOWN READING
MODEL
• Emphasizes what the reader brings to the
text
• Says reading is driven by meaning
• Proceeds from whole to part

3. Views from some researchers
1. Frank Smith – Reading is not decoding
written language to spoken language
2. reading is a matter of bringing
meaning to print

4. FEATURES OF TOP-DOWN
APPROACH
1. Readers can comprehend a selection
even though they do not recognize
each word.
2. Readers should use meaning and
grammatical cues to identify
unrecognized words.
3. Reading for meaning is the primary
objective of reading, rather than
mastery of letters, letters/sound

5. 4. Reading requires the use of meaning
activities than the mastery of series
of word- recognition skills.
5. The primary focus of instruction
should be the reading of sentences,
paragraphs, and whole selections
6. The most important aspect about
reading is the amount and kind of
information gained through reading.
FEATURES OF TOP-DOWN
APPROACH

6. BOTTOM UP
• Emphasizes a single direction
• Emphasizes the written or printed texts
• Part to whole model
• Reading is driven by a process that
results in meaning

7. PROPONENTS OF THE BOTTOM
UP
1. Flesch 1955
2. Gough 1985

8. FEATURES OF BOTTOM-
UP
Believes the reader needs to:
1. Identify letter features
2. Link these features to recognize
letters
3. Combine letter to recognize spelling
patterns
4. Link spelling patterns to recognize
words
5. Proceed to sentence, paragraph,
and text- level processing

9. INTERACTIVE READING
MODEL
• It recognizes the interaction of bottom-
up and top-down processes
simultaneously throughout the reading
process.
• Reading as an active process that
depends on reader characteristics, the
text, and the reading situation
(Rumelhart, 1985)
• Attempts to combine the valid insights
of bottom-up and top-down models.

10. PROPONENTS OF THE
INTERACTIVE READING MODEL
1. Rumelhart, D. 1985
2. Barr, Sadow, and Blachowicz 1990
3. Ruddell and Speaker 1985