Theories on Reading Process

Developmental Reading

LEARNING MODULE RATIONALE

How can a reader relate and integrate the meanings within sentences and
between sentences as he/she reads along a passage of text?

This module will provide a background knowledge that will help you
compare and understand three specific views or models of how
processing is done by the reader. From the understanding of the
processing dimension of reading, implication will be drawn for teaching
reading which is substantially different from the implications you have
drawn on the skills view of reading.

LEARNING OUTCOMES

At the conclusion of this learning module, the students are expected to:

A. Enumerate and describe different theories on reading process.

B. Illustrate different reading situations where the theories on

reading process apply or manifest.

C. Compare and contrast the theories on reading process.

D. Draw implications from the theories for reading instruction.

TEACHING STRATEGIES/LEARNING ACTIVITIES

 Lecture

 Classroom Discussion

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Theories on Reading Process

Resources/ Materials

Explore the different study techniques in reading. . ..from start to

finish! Check the link provided below.

https://www.youtube.com/watch?v=PELOZ6l4ld4

Viewing Reading as a Skill

1. Bottom-up- depicts reading starting with the input of some

graphic signals or stimulus. The role of the reader is to get
meaning from the text based on the stimulus or the words used.
This is also called data- driven processing.

 Dechant (1991), citing Gove (1983), claims that the

adherents of the BOTTOM-UP MODEL of reading put
forward the idea that:

A. It is imperative for readers to recognize every word in a

selection so that they can comprehend it;

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Theories on Reading Process

B. Word and sound- letter cues should be the primary tool that
readers should use so that they can identify unrecognized
words;

C. The mastery of a series of word- recognition skills is the

primary requirement for reading acquisition;

D. Instruction should focus principally on the teaching of

letters, letter- sound relationships, and words;

E. Accuracy in recognizing words is significant; and

F. It is important for readers to have the knowledge of discrete

sub-skills.

2. Top- down- depicts reading beginning with the cognitive

processes occurring in the reader’s mind as he reads or she
reads. The role of the reader is to give meaning to the text
based on the information already held within the reader’s store
of prior knowledge. This is also called concept- driven
processing.

 Supporters of the TOP- DOWN MODEL of reading,

according to Dechant (1991), put forward that:

A. Even though readers do not recognize each word, they may

be able to comprehend a selection;

B. Meaning and grammatical cues primarily assist readers to

identify unrecognized words;

C. The mastery of a series of word- recognition skills takes a

back sea: in comparison to the use of meaning activities;

D. The reading of sentences, paragraphs, and whole selections

should be the principal focal point of instruction

E. Reading for meaning is the central objective of reading

rather than the mastery of letters, letter/sound relationships,
and words; and

F. The amount and kind of information obtained through

reading is the most important aspect of reading.

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Theories on Reading Process

3. Interactive- depicts reading as the process of constructing

meaning through the dynamic interaction among the reader’s
existing knowledge, the information suggested by the written
language, and the context of the reading situation.

The third model of reading, which is the INTERACTIVE

MODEL, neither accepts nor rejects the pure and extreme
beliefs of the two earlier models. The advocates of this mode
put forward the idea that:

A. Readers process letters and words at the same time as they

formulate hypotheses about the meaning of what is on the
printed page ( Dechant, 1991);

B. Meaning simultaneously comes from a combination of

different sources like logographic knowledge, graphemic
knowledge, phonological knowledge, orthographic
knowledge, morphemic knowledge., grapheme- phoneme
correspondence, lexical knowledge, semantic knowledge,
syntactic knowledge, and schematic ( Dechant, 1991); and

C. Instruction should give a balanced emphasis to the teaching

of whole texts and phonics…

A Reading teacher should be…

A. Aware of one’s thinking process

B. Careful in examining one’s thinking process and the

thinking process of others

C. Practicing one’s thinking abilities

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References

Hermosa, N. (2002). The Psychology of reading. Q.C: University of

the Philippines Open University
Professional Education: A reviewer for the licensure examination for
teachers. (2013). Manila: Philippine Normal University

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