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A Psycholinguistic Account of Reading: Create By: Fimel Rospintar Iman Larosa

The document summarizes three models of reading: 1. The top-down model focuses on exposing learners to literature to develop reading skills through exploration and building on background knowledge. 2. The bottom-up model emphasizes direct instruction of phonics and decoding to build reading skills from the smallest units to comprehension. 3. The interactive model combines elements of the top-down and bottom-up approaches by incorporating foundational skill building and personal choice in literature selection.

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63 views9 pages

A Psycholinguistic Account of Reading: Create By: Fimel Rospintar Iman Larosa

The document summarizes three models of reading: 1. The top-down model focuses on exposing learners to literature to develop reading skills through exploration and building on background knowledge. 2. The bottom-up model emphasizes direct instruction of phonics and decoding to build reading skills from the smallest units to comprehension. 3. The interactive model combines elements of the top-down and bottom-up approaches by incorporating foundational skill building and personal choice in literature selection.

Uploaded by

Fimel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A Psycholinguistic Account of Reading

Lecturer: Mr. Afore Tahir Harefa S.Pd., M.Hum

Create By: Fimel Rospintar Iman Larosa


 The psycholinguistic model of reading
defines as the process of creating
meaning with print. The brain uses three 1. The eyes. During the process of
cueing systems to recognize words on reading our eyes fixate on
the page during this meaning making approximately 60% of the words on the
process: phonological, semantic, and page. Of these fixated words, our eyes
syntactic. Readers use what is in their usually stop on only one or two letters.
head (schemata) to make sense of what Since we can perceive only those things
is on the page. upon which our eyes fixate, it is clear,
that our brain fills in the blanks to create
meaning during reading. It is clear as
well, that the eyes are directed by
information in the cortex much more so
than information on the page during the
act of reading. During reading, minimal
letter cues are used, along with syntactic
cues, semantic cues, and information in
our cortex, to confirm or revise words
as the brain creates meaning with print.
2. Proficient readers. According to this model, a proficient reader is one
who can orchestrate a variety of strategies to construct meaning during
the process of reading. These strategies include using knowledge and
contextual clues to predict and infer, monitoring comprehension, and
employing fix-up strategies when comprehension breaks down.
Struggling readers. From this perspective, a struggling reader is one who
is ineffective in the use or coordination of these strategies. What
struggling readers need then (according to this model) is direct
instruction related to the meaning-making strategies identified above,
direct instruction related to the four word identification strategies
(morphemic analysis, analogy, context clues, and phonics), and activities
to develop all three cueing systems.
Reading Models

Reading models are a tool used to instruct reading. Reading is


a fundamental value in education for life skills including
pleasure, career, and education. What makes this a universal
skill is that aspects of reading are embedded in daily life
where written communication is a constant. Reading is a
complex skill that involves a process that often includes
aspects such as word identification, syntax, and
comprehension.
There are three reading models used in the instruction of
literacy. They are:

1. Interactive
2. Bottom-Up
3. Top-Down Reading Models
1. Top-down model: In this model, the focus is whole-language learning
through the exploration of literature. This method is adopted by
instructors who feel that students learn by doing. Therefore, by exposing
learners to a variety of literature, they will gain the skills to be successful
lifelong readers. The assumption in this model is that each student has a
wealth of interests and background knowledge that can be used to
decode the language of a particular piece of writing. When a learner
builds on prior knowledge of a subject matter, they can infer or use the
context of a piece to help them overcome the more challenging aspects.
2. Bottom-up model: This model focuses on direct instruction and the
teaching of phonics to further reading growth. Learners are taught very
specific skills of decoding words, work parts, and sounds in order to
build on the structure of language. This model is used mostly in lower
elementary grades where the emphasis is on the shapes and sounds of
letters. After one has comfortably reached proficiency in phonics, they
are moved to learning sentence structures and so on until they are able to
read and comprehend more intricate pieces of writing. This model of
reading instruction is sometimes referred to as a part-to-whole method
because it focuses on the parts of words and works up to a whole
language comprehension goal.
Interactive model: This is the most widely used approach in
modern teaching of reading. This model incorporates a
combination of both top-down and bottom-up. Teachers
utilizing this model understand the importance of building
foundational skills such as in the bottom-up model while still
appreciating the importance of reading interest and personal
choice in selecting literature.
Thank You….

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