MS. HONORATA D.

DE VILLA, LPT
 “ A reader lives a thousand lives
before he dies.. The man who never
reads lives only once.”

-George R.R Martin

 READING
 Is the process of looking at a series of written symbols and getting
meaning from them.
 Is a receptive skill – through it we receive information.

 Is also a productive skill in that we are both receiving information

and transmitting it.
 READING
PROCESS
 Reading basically involves transforming a text, which is a graphic
representation, into thought or meaning.

 However, over the last thirty years, psychologists and linguists, using a
variety of experimental techniques, have discovered that things are much
more complex.
MODELS OF
READING
 BOTTOM-UP
READING MODEL

 it is a reading model that emphasizes the written or printed

text.
 it emphasizes the ability to decode or put into sound
what is seen in the text.
 readers derive meaning in a linear manner.
 5 Reading
Components
 PHONICS
 PHONEMIC AWARENESS
 VOCABULARY
 FLUENCY
 COMPREHENSION
 TOP-DOWN
READING MODEL
 The top-down theory of reading is designed to teach children to read using the
theory that it is the brain of the reader and not the words on the page that
make sense of what is written. 
 The goal of the top-down reading theory is to get students to become active
readers. Active readers have increased comprehension skills and larger
vocabularies and are more capable of engaging in abstract and logical
thought.
INTERACTIVE READING
MODEL
 The model combines both surface structure systems, such as the sensory,
bottom-up portion of reading with deep structure systems, such as the
thinking, or top-down, aspects of reading to build meaning and memory
for all learners.
How it Works?
 For example, a student who encounters an unknown word might use
surface structure systems like graphophonic, or letter-sound,
knowledge to decode the word. A different student might find it
easier to use deep structure systems like semantic knowledge, such
as meaning and vocabulary, to decode the same unknown word.
 Benefit of Interactive
Reading Model
 The most evident benefit of this model is the opportunity for the
differentiation that it provides students. Students are not required to fit
into a set mold or have identical skill sets to decode and interpret text.
They are encouraged to use their own strengths to gain understanding
and new information. 
 Emerging
Reading Models
 Perceptual Nature
of Reading
 Experience is the basic prerequisite for reading.
 According to Gray, reading acts includes perception,
understanding, reaction and integration.
 The critical element in reading is the reader’s meaningful
response to written symbol.
 Perception, says Lange, is a very personal thing, two readers
reading the same text will have different interpretations.
 Perceptual Nature
of Reading
 The stress in reading is on perception rather than
sensation and on meaning rather than on the symbol.
 Perception always involves an interpretation, without
perception or meaning, there is no reading.
Learning Principles
and the
Reading Process
Hillgard’s 14 principles of learning:
 In deciding who should learn, what the capacities of the learner
are important.

 A motivated learner acquires what he learns more readily than

the one who is not motivated.

 Motivation that is too intense (pain, fear, anxiety) is less effective

than moderate motivation.
  Learning under the control of reward is usually preferable to
learning under the control of punishment.

 Learning under intrinsic motivation is preferable to learning

under extrinsic motivation.

 Tolerance for failure is best taught through providing a backing

of success that compensates for experience failure.
  Individuals need practice in setting realistic goals for themselves,
goals neither so low as to elicit little effort nor so high as to
foreordain failure.

 The personal history of the individual may hamper or enhance

his ability to learn from a given teacher.

 Active participation by the learner is preferable to passive

reception when learning.
  Meaningful materials and meaningful tasks are learned more
readily than non-sense materials and more readily than task not
understood by the learner.

 There is no substitute for repetitive practice in the over learning

skills.

 Information about the nature of a good performance, knowledge

of his own mistakes, and knowledge of successful results and
learning.
 Transfer in new tasks will be better, if, in learning the learner can
discover relationships for himself, and if he has experience during
learning of applying the principles within a variety of tasks.

 Spaced or distributed recalls are advantageous in fixing material

that is to be long retained.
 FACTORS THAT
AFFECT READING
Physiological Factor
 FIXATION – is made when the eyes stop. Good readers
have fewer fixations than poor readers.
 INTERFIXATION movements- are cause by the eyes
which move from one stopping to another
 RETURN SWEEPS – refer to quickly swinging back of
the eyes from the end of the line to the beginning of the
next line.
Physiological Factor
 REGRESSION – are backward or right-to-left
movements made in reverse direction.
 SPAN OF RECOGNITION – the number of
words taken every time the eyes stop
 DURATION OF FIXATION – is the length of
time the eyes pause.
 Intellectual Factors
 the innate capacity to learn, intelligence and mental maturity affect
reading performance.
 Psychological Factors
 feelings about self and others affect reading performance
 Linguistic Factors
 reading efficiency is dependent on context meaning, usage, and
sentence structure
 Sociological Factors
 reading ability is enhanced by social acceptance, self-reliance, and
cooperation in group
 Reading as a
Developmental Task
READING READINESS
– refers to the period when the child is
getting ready to read
BEGINNING READINESS
- Is the stage at which the child starts to recognize
certain symbols, words, phrases, and sentences that
stand for ideas.
PERIOD OF RAPID GROWTH
- is the stage at which most children have
mastered the techniques of reading.
PERIOD OF REFINEMENT
- This period is characterized by wide reading
where learners are ready to interpret selections
more intensively.
 Reflection:
If we are to guide and direct our students, we need to know where we are going,
which paths are the most likely to get us there, and which paths are most likely to be
dead ends. This means that, as teachers of reading, we must be cognizant of our
underlying beliefs or theories of literacy development: how one begins to learn to
read and how one develops from that point into an increasingly effective reader with
a broadening range of texts.

As teachers , we must know -- in the sense of holding beliefs that are grounded
inexperience and information -- how this literacy development is affected by the
knowledge, experiences, and cognitive stage of adults.
“READING should not be presented
to children as a chore , a duty. It
should be offered as a gift.

-Kate DiCamillo
REFERENCES:
 https://www.academia.edu/4093697/THEORIES_AND_MODELS_OF_READING

 https://www.theclassroom.com/do-say-teaching-children-read-6529459.html

 https://www.slideshare.net/JenniferOcampo/models-of-reading

 https://www.slideshare.net/GraciaFranco8/the-reading-process-109198158

 https://www.theedadvocate.org/reading-process-the-bottom-up-theory/