Pg 39-56

Historical Models for Context of Reading
Reading difficulties were first documented by physicians in 1676. In 1896, a physician used the phrase “word blindness” to describe a child who could not read, despite good instruction, good vision, and good mathematical skills”
The medical model presumes a deficit within the child.
When evaluating reading difficulties medical causes, such a poor eyesight or chronic ear infections, should be ruled out.
Developmental Models of Reading
Chall described reading as a series of progressive stages.
Emergent Literacy (print awareness)
Decoding
Confirmation & Fluency
Reading for information (new vocabulary & content)
Multiple viewpoints (Analysis/high school level)
World View (college level)

Spear-Swerling and Sternberg Model
Visual Cue Word Recognition
Alphabetic Insight
Phonetic Cue Word Recognition
Controlled Word Recognition
Automatic Word Recognition
Strategic Reading
Highly Proficient

Frith’s Developmental Model & Checklist can be useful in indentifying at risk kindergartners

Adam’s Cognitive Model links reading with the cognitive processes that must take place to derive meaning such as making connections and prior knowledge.

Information Processing Model of Reading
Information is received, either visually or auditorily, which interacts with short term and working memory, then the information is processed and an output occurs. The key to this model is what happens in short term and working memory, and the ability to make connections with prior knowledge.

Gagne developed a model to explain how print is processed in the brain to attain comprehension.
Gagne describes long term memory as declarative knowledge and procedural knowledge.
Declarative knowledge is activated through decoding and sight word recognition.

Brain research supports the information processing model.
Cognitive processes involved in reading development include
Auditory processing
Processing Speed
Short & Long Term Memory
Our ability to read is affected by the processes and can be measured or assessed through an IQ assessment.

What is the relationship between reading and IQ?
Studies show that there is a significant relationship between reading achievement and IQ, both verbal and nonverbal. However, the relationship is not as strong in younger children. The relationship is also affected by the skills that are used to measure intelligence and the whether reading is defined as letter/word recognition or comprehension.

Transactional View of Reading
“focuses attention on situations in which literary experiences occur and emphasizes the importance of context interacting with the reader to construct new knowledge” (p. 53).
Rosenblatt believes that reader gives more attention to certain features of the text. Rosenblatt states that the way a reader reads is influenced by the purpose for reading, pleasure or information. Rosenblatt also states that comprehension is influenced by social and cultural experiences.
What the reader attends to is influenced by the classroom climate.

Speaking, Reading, & Writing
Reading is not an isolated skill, and is affected by receptive and expressive language skills, such as vocabulary.
Rosenblatt and others describe reading and writing as a reciprocal process of gaining meaning from print and using print to convey meaning.

An Inclusive View of Reading
All of these models demonstrate the complexity of reading. Not only are there cognitive influences from within the child, but also environmental factors from without.
Affective Dimension
Sight Word Knowledge
Fluency
Cognitive Correlates of Reading
Phonological Awareness
Phonics
Comprehension
Context
Vocabulary