2. Theories of the Reading Process
Bottom-up
Top-down
Interactive
Transactional

3. Bottom-up
Theory which focuses on the belief that students who have a strong understanding of the relationship between letters and sounds will be successful when they encounter unfamiliar words
Begins with the introduction of letters and sounds; once mastered, words are presented; after knowledge of these, sentences are taught; from there, paragraphs are addressed with the final phase being reading full text

4. Bottom-up
The ultimate goal in this theory is the comprehension of text
Automaticity: the internalization of a process until it is so automatic it no longer requires attention
Worksheets and various other things that promote practice are used to help teach the letters, sounds, and words

5. Top-Down
Capitalizes on the experiences and knowledge a child brings to the reading process, coupled with the child’s purpose for reading
Supporters believe that children can learn to read by using their experiences and knowledge of print to make sense of what they read
The more students know about what they are to read, the less they need to rely on exact interpretation

6. Top-down
Instruction is based on children’s own language (LEA: Language Experience Approach)
Shares characteristics of the whole language movement
Ultimate goal is comprehension of text

7. Interactive Combination of the bottom-up and top-down theories
The classroom teacher makes use of precise letter-sound activities and student generated writing
Unknown words from the whole book are dissected

8. Interactive
Theory suggests that readers use their background knowledge and their decoding skills simultaneously to find meaning in text
Ultimate goal is comprehension

9. Transactional
An elaboration of the interactive model, with emphasis on the context
Instead of an interactive relationship, the reader and text have a circular relationship in which each affects the other
Shares characteristics of Rosenblatt's reader response theory

10. Transactional
The reading can be aesthetic (enjoyment) or efferent (information), depending on the purpose
The context (purpose) for reading affects the content of the retained material
Ultimate goal is comprehension

11. “Reading My Book” by Laura Age 10 Macomb County, Michigan
Artwork
“Reading My Book” by Laura Age 10 Macomb County, Michigan