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Reading at A Glance: Bottom-Up Model (Phillip Gough, 1972)

The document summarizes three models of the reading process: [1] The bottom-up model views reading as starting with individual letter and sound recognition and building up to word and text comprehension. However, it is limited as it does not account for the reader's prior knowledge and expectations. [2] The top-down model emphasizes the active role of the reader's background knowledge and ability to make predictions. Meaning can be constructed without fully identifying every word. [3] The interactive model proposes that effective reading involves using both bottom-up graphophonic and top-down semantic cues simultaneously. Readers use their existing knowledge along with decoding skills to comprehend text.

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Kristine Abreo
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132 views2 pages

Reading at A Glance: Bottom-Up Model (Phillip Gough, 1972)

The document summarizes three models of the reading process: [1] The bottom-up model views reading as starting with individual letter and sound recognition and building up to word and text comprehension. However, it is limited as it does not account for the reader's prior knowledge and expectations. [2] The top-down model emphasizes the active role of the reader's background knowledge and ability to make predictions. Meaning can be constructed without fully identifying every word. [3] The interactive model proposes that effective reading involves using both bottom-up graphophonic and top-down semantic cues simultaneously. Readers use their existing knowledge along with decoding skills to comprehend text.

Uploaded by

Kristine Abreo
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© © All Rights Reserved
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READING AT A GLANCE

Bottom-up model ( Phillip Gough, 1972)

 The bottom-up model is principally concerned with the recognition of letter and phonic
counterparts.
 This model posits that the reading process commences with individual recognition of individual
words of the text presented to the readers.
 This knowledge then leads to the recognition of individual words of the text presented to the
readers.
 Whole text meaning-making is a process of building understanding of individual letter to the
word level, then to the sentential level, and finally, the text level.

Two equally important Skills in Reading

 LANGUAGE COMPREHENSION
- The ability to understand the language text is written in.

 DECODING
- The ability to decode the words in the text.

Benefits of Bottom up

 Better pronunciation and word recognition


 Improve spelling
 Auditory learners tend to benefit from phonic approach

Drawbacks of Bottom up

 The idea of linear processing


 Underestimated the contribution of the reader
 Failed to recognize that students utilized their expectations about the text based on the knowledge
of language and how it works.
 Failure to include previous experience and knowledge into processing.

Top-Down Model ( Kenneth Goodman, 1967 )

 The top-down model puts premium on the reader’s active involvement in the reconstruction of the
meaning conveyed by the text.
 The top-down model looks at the reader’s knowledge base (schema) and his/her ability to make
prediction using this base.
 The top-down model of reading highlights the higher-order thinking skills inherent in reading.

Key features of top-down model


 Meaning does not require 100% word identification
 Read, Write, Speak, Listen
 Meaning is important

INTERACTIVE Reading model ( David Rumelhart, 1977 )

 The Interactive Reading Model explains that readers utilize their graphophonic, lexical, syntactic,
semantic, and pragmantic knowledge; in order to make meaning of the text.
 Both surface and deep structure system are tapped when reading, so that when the readers see a
new word, they try to decode it using knowledge of letter sounds and relate the word to what they
may already know.

What are the components of the Reading process?

1. Vocabulary – the knowledge of word and word meaning. It includes both receptive and
expressive vocabulary. Receptive vocabulary includes the words that one takes in listening and
reading. On the other hand, Expressive vocabulary is composed of the words one uses when
speaking and writing.
2. Comprehension - the main objective of reading. It involves analyzing and synthesizing of the text
to create meaning.
3. Oral Reading Fluency – the ability to read aloud with expression to demonstrate an understanding
of the author’s message ( Department of Education and Training in Western Australia 2004 ) .
McKeena and Stahl (2009) stated that the three key of oral reading fluency are accurate word
recognition, automaticity, and appropriate rhythm and intonation of speech.
4. Reading Attitude/Motivation – the attitude one has toward reading. Unenthusiastic or relucant
readers need to encourage to read through supportive and physical and social environment.
5. Phonological Awareness – the ability to work around sound units that comprise or make up a
word.

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