HREE MODELS OF READING STRATEGIES

Reported by|: Chelsea Mae Yumul

Bottom-Up
Bottom-up theories hypothesize that learning to read progresses
fromchildren learning the parts of language (letters) to understanding
hole te!t(meaning)" Much li#e sol$ing a %igsa puzzle& bottom-
up models of thereading process say that the reading puzzle is sol$ed
by beginning ith ane!amination of each piece of the puzzle and then
putting pieces together toma#e a picture"
 
'oughs (*+,) ne .econd of Reading model
describedreading as a se/uential or serial mental process" Readers& acc
ording to'ough& begin by translating the parts of ritten language (lette
rs) intospeech sounds& then piece the sounds together to form
indi$idual ords&then piece the ords together to arri$e at an
understanding of the authorsritten
message" 0eachers ho belie$e that bottom-up theories fully e!plain ho
children become readers often teach sub s#ills 1rst: they begin
instruction byintroducing letter names and letter sounds& progress to
pronouncing
holeords& then sho students ays of connecting ord meanings toc
omprehend te!ts" 2lthough bottom-up theories of the reading processe
!plain the decoding part of the reading process rather ell& there iscert
ainly more to reading than decoding" 0o become readers& students
mustcompare their #noledge and bac#ground e!periences to the te!t
in order tounderstand the authors message" 0ruly& the hole purpose
of reading iscomprehension"
Top-Down
 0op-don reading models teach students to read by introducing themt
o literature as a hole" 3nstead of teaching students to read by
sounding outeach ord in a sentence& teachers read hole passages of
a te!t" .tudentsbegin to use conte!
t clues to decipher unfamiliar ords" 0he top-donreading
model theory encourages students to focus more on understandingthe
main ideas of a passage than understanding e$ery ord" 4$en if
studentsdo not understand each ord& they are li#ely to grasp the
meaning of a te!tas a hole"
 
 0he top-don reading model encourages students to rely on theiron
#noledge and use conte!t clues to understand ne concepts
or ords" 0he teaching model allos students choose boo#s to read bas
ed ontheir on interests" 0eachers urge students to select materials of
personalinterest so they are more li#ely to be moti$ated to read it" 3ns
tead of assigning one boo# for an entire class to read together& the
teacher mightta#e the entire class to the library and allo them
to choose their on boo#s"5e readers ill begin to understand ne
$ocabulary and increase reading6uency as they read engaging
and interesting boo#s"
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 0eachers ill encourage readers to de$elop spea#ing and listenings#ills
by reading aloud to the class or to a smaller group of students"
3nsteadof stopping students to correct a pronunciation mista#e& the
teachers
illurge the reader to continue reading& e$en if struggling ith a partic
ularpassage"
Interactive Mode
 0he 3nteracti$e Reading Model& as de$eloped by 7a$id 4" Rumelhart
in*++& describes a model of the reading process and the ay linguistic
elements are processed and interpreted by the brain" 0he model
combinesboth surface structure systems -- the sensory& bottom-
up portion of reading-- ith deep structure systems -- the thin#ing& or t
op-don& aspects of reading -- to build meaning and memory for all
learners"Readers use both #noledge of ord structure and bac#groun
d#noledge to interpret the te!ts they read" 8or e!ample& a student
hoencounters an un#non ord might use surface structure systems
li#e graphphonic& or letter-sound& #noledge to decode the ord" 2
di9erent studentmight 1nd it easier to use deep structure systems li#e
semantic #noledge&such as meaning and $ocabulary& to decode the
same un#non ord"
4achstudent ma#es connections in di9erent ays" 0his process $alidate
s andsupports both methods of understanding& realizing that
indi$iduals processinformation in $ery di9erent
ays" 0he most e$ident bene1t of this model is the opportunity for the
di9erentiation that it pro$ides students" .tudents are not re/uired to 1t
into aset mold or ha$e identical s#ill sets to decode and interpret te!t"
0hey
areencouraged to use their on strengths to gain understanding and ne
information" hen used in the classroom setting& students should bee
ncouraged to share their #noledge ith classmates or peers" 0his
modelallos the reader to bring his on bac#ground #noledge to
reading and tointeract ith others to build meaning and memory from
the te!t"
 READING !RO"ESS#$ STAGES OF DE%ELO!MENT
Reported by|: Mary 'race Catacutan ; <utchmie Rocacorba
Deveopmenta Sta&e' o( Readin& Growt)
 0he four ma%or stages of reading s#ills de$elopment are: readingreadi
ness& beginning reading& rapid groth and de$elopment& and theac/
uisition of reading poer"
Readin& Readine''
 
Reading instruction at this stage focuses on the pre reading s#ills
thatare pre re/uisites to learning to read" 0hese include the ac/uisition
of
orallanguage s#ills& $isual and auditory discrimination s#ills& and thed
e$elopment of concepts" 3n other ords& the child is getting ready to
learnto read" 0his stage co$ers the years before the child comes to
school and a part or allhis 1rst year in school" ith certain children& it
e!tends beyond
this" 0he idea of reading readiness& hoe$er& does not seem to beund
erstood by many parents" 3n some instance& after a child has been
inschool for a fe months& a parent ould often onder hy his child is
notperforming in reading as ell as the other children does" =sually&
the teacheris blamed for this" 8e parents understand that so much
depends on thepreparation of the child before he goes into formal
reading instruction" 8eparents understand that they are part of this
preparation and that the 1rstresponsibilities of pro$iding the child
ith pre reading e!periences are theirs"Many children meet an!
iety& frustration& and failure early in theirschool life because they are
not prepared to pro1t from their initial readinge!periences" f course&
e$en years ago& teachers ere alays aare of
thedi9erences in maturity and training among #indergarten and 1rst gr
adechildren coming into their classrooms" 0he /uestion& hoe$er& as
>hichdi9erences in children really made the di9erence beteen
reading successand reading failure?" 0hrough pre-ser$ice and in-
ser$ice seminars&or#shops& conferences and graduate studies&
teacher ha$e increased
their#noledge on the teaching of reading" 0hey ha$e learned to useso
phisticated materials and e$aluati$e techni/ues" 3n $ie of this& they
ha$ebecome aare of the fact that to ensure reading success& the
decision as tohen to begin formal reading instruction is of great
importance" 0he readingteacher #nos that if he cannot predict
reading success for a child under hiscare based on hat childs
attitude& maturity& and prior training& he oulde!tend the pre
reading period and he ould or# to strengthen the speci1careas of
ea#ness he 1nds in this particular child" 0his pre reading stageduring
hich child is being prepared for his formal reading instruction istermed
reading readiness& hich is de1ned as the >the general stage
of de$elopmental maturity and preparedness at hich a child can learn
to readeasily and pro1ciently in a regular classroom setting hen e!
posed to goodteaching"? 0his includes the >hole? child- his mental&
emotional& social andphysical elfare" 3t li#eise in$ol$es the speci1c
s#ills directly in$ol$ed ithreading act"@8actors that 29ect Reading
ReadinessoMental 8actors.ince reading is a comple! mental process tha
t re/uires mentalassociations& memory& and attention span& it is
important that before thechild begins formal reading instruction&
he reaches a le$el of mental maturityhere he is able to remember& to
classify& to thin#& to use his ideas to
sol$esimple problems& to concentrate& to follo directions& to create 
a simplestory& and to attend to a tas#"
 
o4motional and .ocial MaturityChildren& e$en those of the same age&
$ary in their emotional andsocial maturity" 2t the age of si! and a half&
some are mature enough tobegin formal reading instruction because
they ha$e de$eloped self-esteemand self-
con1dence as a result of early success e!periences and adultappro$al"
thers& hoe$er& are not yet emotionally and socially mature sothat
formal reading instruction has to be delayed".ome symptoms of
emotional problems hich can be obser$ed arener$ousness& an!
iety& fearfulness& e!treme shyness& unhappiness&daydreaming&
mistrust& and aggressi$eness" .ome obser$able signs of
socialimmaturity are tantrums& sel1shness& intolerance& crying&
pouting& baby tal#&o$er-
dependence on adults& and discomfort in small group situations" 2llchil
dren ha$e some of these symptoms at times& but hen se$eral of
thesecharacteristics are noticed fre/uently& the problem should be
discussed itha social or#er clinical psychologist& or
a psychiatrist"oAhysical 8actors 0he physical factors include general he
alth& $ision& hearing& motorcontrol& speech& ability to attend to
a tas#& and neurological
disorders"o4ducational 8actors2 broad bac#ground of e!periences enric
hes the life of a child" 3tpro$ides him ith concepts through hich he
$ies his orld" 8rom birth herecei$es impressions and forms concepts
about
his en$ironment"other factors 0he other factors that are important fo
r reading success are age& se!&interest& desire to read& and a childs 
general pattern of groth andde$elopment"
Be&innin& Readin&
Beginning reading instruction focuses on ord recognition andcompreh
ension" 0he attainment of these goals depends& to a large e!tent&
onthe childs use of the alphabet& his #noledge of the sounds of the
letters(grapheme-phoneme relationship)& his ability to recognize ords 
and putthem together in correct se/uence in their spo#en and ritten fo
rms(synta!)& and the use of these ords in relation to hat they mean
in conte!t(semantics)" 0he s#ill in ord recognition and identi1cation is
dual in nature as thereare to separate and distinct learning
tas#s in$ol$ed in de$eloping 6uency inthis area" 0hese are instant
recognition and mediated recognition"
3nstantrecognition refers to the childs ability to recognize immediatel
y andpronounce the ords at sight" Mediated recognition& on the othe
r hand&refers to the childs ability to recognize an unfamiliar ord
using phoneticanalysis"2lthough& the main goals of the initial formal
reading instruction areord recognition and comprehension& the pupil
at this stage& li#e those in thereading readiness stage& are li#eise
trained in three other communication
 
areas- listening& spea#ing& and riting" 0he reason for this is that
reading isone mode of e!
pression of the language hich a9ects and& in turn& isa9ected by the t
hree modes" .ince pro1ciency in the four areas of communication  list
ening& spea#ing& and riting is the foundation of learning pro1ciency
in all the other disciplines& it is imperati$e that e$en atthe initial stage
of formal reading instruction& the child is also taught ho tolisten&
spea# and rite
properly" 0he folloing are the s#ills in the four communication areas t
hat aresupposed to be taught to and mastered by the child before he
mo$es on tothe ne!t step or stage of reading
de$elopment"@<istening .#ills 0he listening s#ills are classi1ed
under four headings& namely&
auditorydiscrimination& listening comprehension& or# study s#ills the 
instructionhich are gi$en orally or hich the children listen to& and lite
raryappreciation s#ills"@.pea#ing .#illsChildren in the initial
stage of formal reading instruction are taught inspea#ing s#ills that ill
enable them to communicate orally hat they hearand hat they read"
0hey are& therefore& trained to produce sounds listenedto& tal#
about themsel$es& their family& and friends& tal# about their
toys&pets& and games in about to or three sentences& ma#e simple
introductions&describe ob%ects at home and in school& tal# about
ones acti$ities& in schooland at home& tal# about community helpers
and their occupations& tal#
abouttheir past and present acti$ities& and ha$e the ability to gi$e sim
pledirections or instructions"@Reading .#ills3n the initial stage of
formal reading instruction& otherise #non asthe beginning reading
stage& the children are taught the folloing readings#ills: ord
recognition& comprehension& oral reading s#ills& or#-study s#illsand
literary appreciation
s#ills"@riting .#ills 0he riting s#ills taught to children at this initial sta
ge of formalreading instruction are as follos:a" using upper and loer
case letters in:oriting ones full nameoriting ones grade& section
and schooloCopying correctly ones address and parents namesoritin
g correctly the days of the ee# and the months of the yearoriting the
names of the school sub%ects and the material needed ineach sub
%ectb" copying correctly ords& phrases& and sentences learned& and
names of places& persons& streets& tons& cities& etc"c" riting
missing letters in a ord