First slide

There are various types and models that describe different approaches or strategies individuals use to
understand and interpret written text. These types and models help categorize and analyze reading
behaviors and will provide us insights into how we engage with written information.
Let's explore them in more detail.

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So Intensive reading daw involves close, detailed examination of a text to extract specific information or
understand its structure, such as analyzing a scientific research paper to extract key findings and
methodologies. ( EXAMPLE )

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Extensive reading refers to reading for pleasure and enjoyment, often done in one's leisure time. It
involves reading a wide variety of materials such as novels, magazines, newspapers, and online articles,
without focusing on specific learning objectives or academic requirements.
Example: Sarah loves extensive reading. In her free time, she indulges in novels from different genres,
exploring the realms of fantasy, mystery, and romance. She immerses herself in the captivating narratives
and vivid descriptions, allowing her imagination to soar. Sarah finds solace in the pages of a book, taking
a break from her daily routine and entering a world of captivating stories. Through extensive reading, she
not only enhances her vocabulary and comprehension skills but also nurtures her creativity and broadens
her perspectives.

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Idea reading involves engaging with texts that are intellectually stimulating and thought-provoking. It goes
beyond reading for pleasure and focuses on acquiring knowledge, exploring new concepts, and gaining
insights into various subjects (EXAMPLE TONG NA TASK SYA SANG PARA SA THESIS NYA)

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Developmental reading refers to reading with the specific purpose of improving one's reading skills and
abilities. It involves engaging in targeted activities and strategies aimed at enhancing reading fluency,
comprehension, vocabulary, and other fundamental aspects of reading proficiency.
Example: Emily, a fourth-grade student, is engaged in developmental reading. Her teacher assigns her
leveled reading materials that are tailored to her current reading abilities. Emily practices reading aloud to
improve her fluency and accuracy. She also works on comprehension strategies such as predicting,
summarizing, and making connections to deepen her understanding of the texts. Additionally, Emily
utilizes vocabulary-building exercises, such as word lists and context clues, to expand her word
knowledge. Through developmental reading, Emily makes consistent progress in her reading skills,
gaining confidence and becoming a more proficient reader over time.

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Selective or key-word reading involves strategically focusing on specific keywords or phrases within a text
to quickly extract relevant information or identify key ideas. It is commonly used when time is limited or
when the reader wants to locate specific details without reading the entire text in depth.
Example: Mark is conducting research on climate change for his essay. Instead of reading entire articles,
he utilizes selective reading techniques. He scans the abstracts, headings, and subheadings of various
scientific papers, looking for keywords such as "global warming," "carbon emissions," and "renewable
energy." By selectively reading the relevant sections and skimming through paragraphs that contain the
desired keywords, Mark efficiently gathers key information for his research without having to read every
word of the lengthy articles. This allows him to save time and focus on the most pertinent details for his
essay.
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Strategic reading is an approach to reading that involves purposeful and focused reading techniques
aimed at improving comprehension and extracting key information from a text. It goes beyond simple
reading for enjoyment and involves actively engaging with the text to achieve specific goals. Strategic
reading techniques can be applied to various types of reading materials, including books, articles,
research papers, or even online content.
Example: If you're reading a research paper on climate change, you can quickly scan the abstract,
introduction, and conclusion to get an idea of the paper's main arguments and findings.

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Literature reading refers to the act of reading and analyzing literary works, such as novels, plays, poems,
and short stories, with a focus on understanding the artistic and aesthetic aspects of the text.
Literature reading involves delving into the rich language and narrative techniques employed by authors
to convey meaning and evoke emotions. It explores themes, symbolism, character development, and the
overall structure of the work.

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It refers to traditional or conventional approaches to reading that were prevalent before the emergence of
modern theories and strategies for reading comprehension. These models primarily focused on decoding
text and extracting literal meaning, often overlooking deeper analysis and interpretation of the content.

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The bottom-up model of reading emphasizes the process of decoding text by starting from smaller
linguistic units and gradually building up to larger units of meaning. In this model, readers focus on
recognizing and understanding individual letters, phonemes, words, and sentences in a sequential
manner, with the belief that comprehension emerges from accurate decoding.

For example, when applying the bottom-up model to reading a sentence like, "The cat sat on the mat," the
reader would first recognize and decode each individual letter, then group them into phonemes, and
subsequently recognize the words "the," "cat," "sat," "on," and "the." By understanding the meaning of
each word and how they relate to each other, the reader can then comprehend the sentence as a whole.

The bottom-up model assumes that comprehension is primarily derived from accurately decoding the text,
without giving as much weight to the influence of prior knowledge, context, or higher-level interpretation. It
suggests that readers construct meaning by building upon the individual units of language they encounter
in the text.

While the bottom-up model highlights the importance of foundational decoding skills, it has limitations in
fully capturing the interactive nature of reading and the role of prior knowledge and higher-level
comprehension strategies in understanding complex texts.
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The top-down model of reading emphasizes the role of prior knowledge, context, and reader expectations
in understanding a text. In this model, readers draw on their background knowledge and general
understanding of the world to make predictions, infer meanings, and fill in gaps while reading.

For example, when applying the top-down model to reading a sentence like, "The girl walked into the
classroom with a backpack," the reader may draw on their prior knowledge and context to infer that the
girl is likely a student and the classroom is a place of learning. This inference is made based on their
understanding of typical school settings and the association between backpacks and students.

The top-down model suggests that readers actively use their existing knowledge and expectations to
guide their reading process. By making predictions and anticipating the content and structure of the text,
readers can more efficiently comprehend and interpret the information they encounter.

While the top-down model recognizes the importance of higher-level comprehension skills and the
reader's active role in constructing meaning, it may overlook the significance of accurately decoding
individual words and phrases. It also assumes that readers possess the necessary background
knowledge and context to make accurate predictions and inferences.

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The interactive or schema model of reading combines elements of both the bottom-up and top-down
approaches. It emphasizes the interactive nature of reading, where readers actively engage with the text
and use their prior knowledge, context, and the information provided in the text to construct meaning and
make interpretations.

For example, when applying the interactive or schema model to reading a passage about a tropical
rainforest, the reader would bring their existing knowledge and experiences related to rainforests, such as
dense vegetation, diverse animal species, and high humidity. They would then interact with the text,
adjusting their understanding based on new information and making connections between their prior
knowledge and the information presented.

The interactive or schema model recognizes that reading comprehension is influenced by the interplay
between the reader's existing knowledge and the information provided in the text. It suggests that readers
actively construct meaning by combining their prior knowledge with the textual cues and information
encountered while reading.

This model highlights the importance of activating and integrating relevant background knowledge,
making predictions, monitoring comprehension, and adjusting one's understanding as new information is
encountered. It acknowledges that reading is a dynamic process where the reader's prior knowledge and
the text interact to shape comprehension.