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4) Strategies competence: the ability touse top-down strategies, as well as knowledge of the language (a bottom-upstrategy). copyright paper51.com Theresearch of him proved that readers, knowledge, skills, and strategies arequite important for students’ comprehension of the reading materials. Moreover,there are various different types of text, but students cannot use only one wayto deal with them. So students should pay more attention to the ways of readingcomprehension. Meanwhile, the purposes for reading and the types of textdetermine the specific knowledge, skills, and strategies that readers need toapply to achieve comprehension, reading comprehension is thus much more than decoding.Reading comprehension results when the reader knows which skills and strategiesare appropriate for the type of text, and understand how to apply them toaccomplish the reading purpose. paper51.com 2.1.3 ThreeModels of English Reading 内容来自www.paper51.com Bymeans of research and discussion, the linguists concerned that reading is not apassive process but an active course that readers have a mutual exchange withthe author. It is not the knowledge that learners can learn from the readingmaterials without paying any effort and it is not enough only to know thewords. Moreover, reader is also not merely a passive receiver but an activeparticipant who brings all positive force of thought like vision, memory andimagination, through using the knowledge of linguistics identification abilityof forms, experiences of reading and skills he has had. Then after the researchof various phenomena in reading comprehension, psychologists divided readingmodels into three types: 内容来自www.paper51.com
1) Bottom-up model 内容来自论文无忧网 www.paper51.com Itcan also be called text-based model. According to Cambaurne (1979), reading is regardedas a letter-by-letter and word-by-word process that readers feel and identifythe letters, words and some larger units, and associated the informationcontinuously. Readers have to follow the fixed order, begin with the identityof words and phrases, and then transit to understanding of paragraphs and thewhole passage step by step. However, it puts undue stress on information whichimport by the sense of sight, and neglects the effect of context .If theEnglish reading which based on this “Bottom-up” model pay much attention to theunderstanding of letters, words, and sentences while neglect the textualteaching and speed training, readers will read inefficiently, absorb little andcomprehend the entire meaning superficially. copyright paper51.com |