READING THEORIES https://www.structural-learning.

com/post/theories-of-reading
Main, P. (2023, May 9). Theories Of Reading. Structural Learning. https://www.structural-
learning.com/post/theories-of-reading
1. Whole Language Theory:
 Comprehensive Approach: Views reading as a holistic process involving comprehension and
meaning-making.
 Integration of Skills: Emphasizes the integration of various reading skills rather than isolating
decoding.
 Reader-Centered: Focuses on the reader's interaction with the text and the context.
 Strategic Reading: Promotes the development of strategic readers who actively engage with the
text to construct meaning.
 Research Support: Supported by research showing significant improvements in reading
comprehension scores.

2. Dual-Route Model:
 Distinct Pathways: Identifies two distinct pathways - lexical (word-based) and nonlexical
(phonetic) routes.
 Different Reading Processes: Recognizes the role of both word recognition and phonetic
decoding in reading.
 Language-Specific: Particularly effective in teaching the English language.
 Improves Fluency: Associated with improvements in reading fluency and comprehension.
 Balanced Approach: Balances the strengths of Phonics and Whole Language theories.

3. Interactive Reading Theory:

 Integration of Processes: Integrates bottom-up (decoding) and top-down (comprehension)
processes.
 Simultaneous Use: Views reading as a synergistic process where readers use both processes
simultaneously.
 Enhances Comprehension: Associated with significant increases in reading comprehension
scores.
 Balanced Instruction: Advocates for a balanced approach to reading instruction.
 Metacognitive Awareness: Emphasizes the importance of metacognitive awareness in reading
comprehension.

4. Transactional Reading Theory:

 Interactive Process: Views reading as an interactive process where meaning is continuously
constructed.
 Active Engagement: Emphasizes the active role of the reader in selecting and synthesizing
information from the text.
 Individualized: Recognizes that every reading experience is unique to the reader.
 Deepens Comprehension: Associated with improvements in reading comprehension scores.
 Reflective Practice: Encourages reflection on the reading experience and comprehension
process.

5. Constructivist Reading Theory:

 Active Engagement: Places the reader at the center of the reading process, emphasizing active
engagement.
 Meaning Construction: Emphasizes the reader's role in constructing meaning from texts.
 Social Constructivism: Rooted in social constructivism, acknowledging the influence of social
interactions on learning.
 Enhances Literacy Skills: Associated with improvements in reading comprehension and writing
abilities.
 Cognitive Development: Fosters cognitive development through active engagement with texts.

6. Sociocultural Theories of Reading:

 Contextual Understanding: Emphasizes the influence of cultural and social contexts on reading.
 Social Interaction: Recognizes reading as a social practice shaped by social interactions and
cultural norms.
 Culturally Responsive Pedagogy: Advocates for culturally relevant texts and pedagogical
strategies.
 Enhanced Motivation: Associated with increased intrinsic reading motivation.
 Respect for Diversity: Promotes respect for cultural and linguistic diversity in reading instruction.

7. Critical Reading Theory:

 Practical Strategies: Provides practical teaching strategies derived from theoretical constructs.
 Diverse Texts: Encourages the use of diverse texts to stimulate student interest.
 Active Engagement: Promotes active engagement through questioning, prediction, and
connection-making.
 Metacognitive Awareness: Encourages reflection on the reading process to improve
comprehension.
 Culturally Responsive Instruction: Emphasizes culturally responsive pedagogy to meet diverse
learner needs.

READINGS
1. Integrating Creativity and Reading: A Functional Approach by Kenneth Moorman & A. Ram (2019)

Moorman, K., & Ram, A. (2019, May 23). Integrating Creativity and Reading: A Functional Approach.
Routledge eBooks. https://doi.org/10.4324/9781315789354-112

Summary: This study presents a functional theory of reading, integrating psychology, artificial
intelligence, and education, emphasizing the model of reading as a creative and cognitive
development process.

This paper investigates category typicality in a category naming task using a symbolic search
framework instead of gradient models. The SCA (Symbolic Concept Acquisition) model demonstrates
varying response times based on intra-category typicality and extends its coverage to inter-category
typicality. An extension for SCA is proposed, incorporating search backtracking under ambiguous
cases to account for inter-category typicality effects, supported by empirical evidence. The paper
discusses how this effect applies to a broader class of symbolic search models.
Additionally, three studies examined the influence of perceptual and quantitative situational
factors on the mental models of 5th- and 6th-graders. The studies used a task involving orange juice
and glasses filled with different quantities. Results showed that situational factors influenced the
construction of mental models, with physical features leading to identity relationships between juice
glasses and numerical features capturing relationships between concentrate and water in each glass.
Furthermore, the paper addresses the lack of theories describing the complete task of
reading real-world texts, particularly creative reading. It argues that creative reading is integral to all
reading experiences and proposes a functional theory of the complete reading process, implemented
in the ISAAC system for reading science fiction stories.

2. Development of neural mechanisms for reading by P. Turkeltaub, L. Gareau, D. Flowers, T. Zeffiro,

G. Eden (2003)

Turkeltaub, P. E., Gareau, L., Flowers, D. L., Zeffiro, T. A., & Eden, G. F. (2003, May 18). Development
of neural mechanisms for reading. Nature Neuroscience. https://doi.org/10.1038/nn1065

Summary: This study supports the model of reading development theory by Orton (1925), showing
increased left-hemisphere brain activity in reading, which is crucial for language learners and
automatic word recognition.

Pediatric brain imaging complexities have hindered studies tracking the neural development
of cognitive skills acquired in childhood. To address this, we conducted a functional magnetic
resonance imaging (fMRI) study spanning ages 6 to 22 years, using a task that isolates reading-related
brain activity while minimizing performance-related confounds. Our findings reveal two distinct
changes in brain activity associated with learning to read: increased activity in certain left-hemisphere
brain regions, including the middle temporal and inferior frontal gyri, and decreased activity in
specific areas of the right inferotemporal cortex. Additionally, among the youngest readers, activity in
the left-posterior superior temporal sulcus correlates with the maturation of phonological processing
abilities. These results contribute to current reading models and provide robust support for Orton's
1925 theory of reading development.

3. Tolle lege. Embodied reading and the “scene of reading” by C. Benne (2021)

Main, P. (2023, February 26). Extended Mind: A Teacher’s Guide. Structural Learning.
https://www.structural-learning.com/post/what-is-the-extended-mind

Summary: This paper explores reading as an embodied and distributed activity, integrating the
concept of gesture as a key element in understanding the model of reading and its depiction in
complex language.

Andy Clark's extended mind thesis, initially published by Oxford University Press, stands out
as a significant paper. I highly recommend watching one of his YouTube interviews to grasp his
philosophy, where he provides everyday examples illustrating extended cognition. These examples
showcase how external resources support internal mental processes. The theory of extended
cognition, proposed by Clark and Chalmers, suggests that cognition isn't confined to the brain alone
but involves our bodies, tools, technologies, and learning/work environments. Action and experience
shape cognition, challenging the notion of innate, individual, and internal intelligence, particularly
relevant for children whose cognitive development is influenced by action.

We all engage in extended cognition, whether counting with our fingers or jotting down ideas
on paper. As human intelligence becomes intertwined with technology, this integration lies at the
heart of the extended mind hypothesis, raising questions about where the mind ends. The brain, a
specialized organ, evolved for specific tasks such as sensing, moving the body, and interacting with
the environment. It struggles with abstract concepts, ignoring distractions, and retaining information
accurately over time. Utilizing external resources like the body, physical space, tools, and social
interactions can enhance learning by leveraging the brain's natural strengths. Studying passively
without movement or interaction can lead to distress and disappointment, highlighting the
importance of incorporating physical activity and social engagement in learning.