The term reading comprehension has several different definitions. While most
experts agree that reading comprehension is the meaning gained from what is
written on the page, they often disagree about the source of meaning. Currently
the three most common models are the bottom-up, top-down, and interactive
models of reading to improve comprehension. The bottom-up model
emphasizes the material being read and is often described as text driven.
Proponents of this model believe that the material being read is more important
to the process of reading than the person who reads the material. The top-down
model emphasizes the reader and is often described as concept driven.
Proponents of this model suggest that the reader is more important to the
process of reading than the material being read. This is because readers usually
have some prior knowledge, or schema, about the topic. Using prior knowledge,
the reader makes predictions about the meaning of the material. In other words,
the reader’s prior knowledge can be a powerful influence on his comprehension
The interactive model of reading was developed to describe the reading process
as both concept and text driven, a process in which the reader relates
information stored in his mind with new information in the text. Most experts
subscribe to the interactive model, believing that comprehension is a process of
constructing meaning by interacting with the text. Many of the suggestions
presented in the Recommendations section stress interactive strategies as the
most effective way to develop reading comprehension.
Several factors about the reader affect his comprehension of the reading
material. Other factors that affect a student’s comprehension are related to the
material he reads. Some factors that affect comprehension in terms of the reader
1. The knowledge the reader brings to the subject. This means that what a
student knows about a particular subject is directly related to how much he
will understand about that subject when he reads. This is, of course, a
major tenet of the interactive model.
2. The reader’s interest in the subject. A student will understand more of
what he reads if he is particularly interested in the subject. This interest is
often a reflection of the student’s prior knowledge of the subject.
3. The reader’s purpose for reading. A student who has a purpose for reading
is more likely to understand more of what he reads than a student reading
the same material who has no purpose for reading. For example, if a
student wishes to learn how to operate a computer to play a particular
game, he will be more likely to understand more of what is read than a
student of equal ability who has no desire to operate the computer or to
play a particular game on that computer.
4. The reader’s ability to decode words rapidly. If the student must stop to
puzzle over new words, he cannot be expected to comprehend well. When
many of the words are not easily decoded, the whole process of reading
becomes mind boggling. The student must give so much attention to the
decoding of new words that attending to comprehension to any degree is
difficult, if not impossible. Teachers often experience a similar problem
when they are reading a book out loud to a group of students. The demands
of oral reading, watching the students in the group, and showing the
pictures may cause the teacher to have little or no comprehension of the
Some factors that affect comprehension in terms of the material being read are:
1. The number of unfamiliar words. Unfamiliar words are usually considered
to be those that are not on a particular word list according to a readability
formula. This means that the more words on a higher grade level, the more
difficult to comprehend the material is likely to be.
2. The length of the sentences. Research has consistently shown that longer
and more complex sentences within a passage are more difficult for most
readers to comprehend than shorter, simpler sentences.
3. The syntax. Syntax is the way words are put together. Some writers use
syntax in ways that make material more difficult to comprehend.
Studies on the nature of comprehension have shown that although teachers of
reading often refer to comprehension subskills, they cannot really prove that
these subskills exist. Reading researchers definitely know that comprehension
involves both a word or vocabulary factor and a group of skills that might be
referred to as “other comprehension skills.” Even though they cannot prove that
these other comprehension skills exist, many teachers find them useful for
teaching purposes. These skills include the ability to
1. Develop mental images
2. Recognize main ideas
3. Recognize important details
4. Recognize the author’s organization
By:-
1. Kunal Sharma A2304512275
2. Akash Kumar Sahu A2304512272
3. Dilsher Singh A2304512294
experts agree that reading comprehension is the meaning gained from what is
written on the page, they often disagree about the source of meaning. Currently
the three most common models are the bottom-up, top-down, and interactive
models of reading to improve comprehension. The bottom-up model
emphasizes the material being read and is often described as text driven.
Proponents of this model believe that the material being read is more important
to the process of reading than the person who reads the material. The top-down
model emphasizes the reader and is often described as concept driven.
Proponents of this model suggest that the reader is more important to the
process of reading than the material being read. This is because readers usually
have some prior knowledge, or schema, about the topic. Using prior knowledge,
the reader makes predictions about the meaning of the material. In other words,
the reader’s prior knowledge can be a powerful influence on his comprehension
The interactive model of reading was developed to describe the reading process
as both concept and text driven, a process in which the reader relates
information stored in his mind with new information in the text. Most experts
subscribe to the interactive model, believing that comprehension is a process of
constructing meaning by interacting with the text. Many of the suggestions
presented in the Recommendations section stress interactive strategies as the
most effective way to develop reading comprehension.
Several factors about the reader affect his comprehension of the reading
material. Other factors that affect a student’s comprehension are related to the
material he reads. Some factors that affect comprehension in terms of the reader
1. The knowledge the reader brings to the subject. This means that what a
student knows about a particular subject is directly related to how much he
will understand about that subject when he reads. This is, of course, a
major tenet of the interactive model.
2. The reader’s interest in the subject. A student will understand more of
what he reads if he is particularly interested in the subject. This interest is
often a reflection of the student’s prior knowledge of the subject.
3. The reader’s purpose for reading. A student who has a purpose for reading
is more likely to understand more of what he reads than a student reading
the same material who has no purpose for reading. For example, if a
student wishes to learn how to operate a computer to play a particular
game, he will be more likely to understand more of what is read than a
student of equal ability who has no desire to operate the computer or to
play a particular game on that computer.
4. The reader’s ability to decode words rapidly. If the student must stop to
puzzle over new words, he cannot be expected to comprehend well. When
many of the words are not easily decoded, the whole process of reading
becomes mind boggling. The student must give so much attention to the
decoding of new words that attending to comprehension to any degree is
difficult, if not impossible. Teachers often experience a similar problem
when they are reading a book out loud to a group of students. The demands
of oral reading, watching the students in the group, and showing the
pictures may cause the teacher to have little or no comprehension of the
Some factors that affect comprehension in terms of the material being read are:
1. The number of unfamiliar words. Unfamiliar words are usually considered
to be those that are not on a particular word list according to a readability
formula. This means that the more words on a higher grade level, the more
difficult to comprehend the material is likely to be.
2. The length of the sentences. Research has consistently shown that longer
and more complex sentences within a passage are more difficult for most
readers to comprehend than shorter, simpler sentences.
3. The syntax. Syntax is the way words are put together. Some writers use
syntax in ways that make material more difficult to comprehend.
Studies on the nature of comprehension have shown that although teachers of
reading often refer to comprehension subskills, they cannot really prove that
these subskills exist. Reading researchers definitely know that comprehension
involves both a word or vocabulary factor and a group of skills that might be
referred to as “other comprehension skills.” Even though they cannot prove that
these other comprehension skills exist, many teachers find them useful for
teaching purposes. These skills include the ability to
1. Develop mental images
2. Recognize main ideas
3. Recognize important details
4. Recognize the author’s organization
By:-
1. Kunal Sharma A2304512275
2. Akash Kumar Sahu A2304512272
3. Dilsher Singh A2304512294
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