Ramir C.

Catuday

READING MODELS

RUMELHART MODEL 1977

In this model, readers use what they already knew about the topic. Letter-sound knowledge,
mechanics of writing, vocabulary and contextual understanding. For example, if a student is reading
something in the class. Not only that he/she is saying the words that he/she is reading. It also activates
his/her own understanding about the words he/she is reading.

STANOVICH MODEL 1980

This uses the top-down or bottom-up processes. Example for the bottom-up is letting the
readers read the whole text first. After that, that’s the time you will engage to the readers by asking
them about what did they understand about the topic or if there are some words they are not familiar
with. Bottom-up processing may be easier for a reader who is skilled at word recognition but doesn’t
know much about the text topic. Then the top-down process, for example, before you let the readers
read the text. You will give them first some ideas or clues about the coming lesson. This way they can
already think or visualize the lesson they are about to read. Top-down processing is easier for the poor
reader who is slow at word recognition but has knowledge of the text topic.

ANDERSON AND PEARSON SCHEMATHEORETIC VIEW 1984

This fucoses on the previous knowledge that the learner has about the lesson and using that old
knowledge to lead them or connect them to the current lesson. For example, the lesson is about sea
creatures. You’ll ask them first if have they have been to the sea and what did they saw there. The
children will recall their past memory and they’ll think about water, fish, trees, etc. At that point, you
are already connecting your pupils to the lesson you will be discussing.

PEARSON AND TIERNEY MODEL

This model assumes a great deal of collaboration between the reader and the author, and
collaboration with the text. Readers are view as composers because reading is an act of composing
rather than recitation or regurgitation. For example, in the classroom the teacher will give some clues
about the coming lesson so that the students can visualized or connect to the topic. Then after they read
the text of the topic and they are able to understand and are able to answer the why and what
questions about the topic. That’s the time they can be called the composers.

MATHEWON’S MODEL OF ATTITUDE

This model shows how attitude and motivation do to readers and how it affects their learning or
reading skills. For example, if a teacher shows impowering attitude to its students during classes, there
is a high chance that the students will be motivated. Also, making attractive visual aids can motivate
students to read more or give them more interest in reading.