1. Republic Of The Philippines
Pinaod,San Ildefonso Bulacan
Bulacan Agricultural State College
“Theoretical Models Of Reading”
and
“Factors That Affect Reading”
Eng.135 Remidial Instruction In English
Submitted to:
Dr. Alicia S.P Gomez
Submitted by:
Clarissa A. Pelayo

2. Theoretical Model Of Reading
It describes and explains how readers construct meaning from written text.
A ccording to Murray’s interactive theory he postulates that reading is an interaction
involving the reader and the text being read. Meaning is not only in the mind of person during
the reading act nor is it only in the text being read. Instead the interaction between the text
read and the readers various source that determine the amount and type of comprehension
that take place.
Ehri enumerates the various information sources as:
1. Knowledge of language which enables the reader to recognize and
1.1 syntax or the way in which words put together to form a phrase , clauses ,sentences
,harmonious arrangement of parts of elements;
1.2 semantics or the study of meaning;
1.3 pragmatics or practical use of language
2. . Knowledge of the word/background. Knowledge including both encyclopedia and
experiential knowledge which supply readers with background for understanding ideas and
filling in parts that are left implicit (assumed known) rather than stated explicitly in the text.
3. Metacognitive knowledge which enables readers to monitor their own comprehension to
ascertain whether the information make sense and meets specific purpose. Metacognitive
knowledge about corrective strategies such as reading and questioning the self enables the
reader to remedy comprehension failures;
4. Knowledge of the alphabetic-phonemic (letter sound) system involves knowing how the
spelling system represents speech, including how to transfer graphemes into phonemes, the
smallest unit of sound. Lexical knowledge refers to the reader’s dictionary of words held in
memory including words known by sight .all of these knowledge can contribute to
comprehension. Memory is important for linking the meaning of a text to previously read text.

3. Factors That Affect Reading
Fixation - is made when the eyes stop. Good readers have fewer fixations than poor readers.
Inter fixation movements are caused by the eyes which move from one stopping to another.
Return sweeps - refer to the quick swinging back of the eyes from the end of the line to the
beginning of the next line.
Regression - are backward or right-to-left movements made in a reverse direction. Readers
usually regress as a result of habit, although some do so to double-check a point. Even good
readers usually fewer than those made by the poor ones.
Span of recognition - or perception span is the number of words taken every time the eyes
stop. It is synonymous with the length or distance recognize within one fixation.
Duration of fixation - is the length of the time the eye pause. Most readers make average of
four eye stops per second, but poor readers require more time to pause in order to see
accurately. A person who pause in order to see accurately. A person who makes fewer fixations
has a longer duration.
Linguistic factor
To read well, the reader must understand sound symbol relationships intonation,
stress, rhythm, and pauses. Reading efficiency is defendant on context meaning usage, and
sentence structure.
Intellectual factors
The innate capacity to clear, intelligence, and mental maturity affect reading
performance. The higher the IQ, the better the reading skills.
Social factors
Reading is a social process affected by attitudes, loyalties, conflicts and prejudices.
Reading ability is enhanced by social acceptance, self- reliance, and cooperation in group.
Psychological factors
Feelings about self and others affect reading performance. Emotional stability leads to
better concentration; interesting topics and an attractive presentational style promote the
desire to read.
Source: Teaching Reading In Elementary Grades
By: Erlinda G. Tajero and Gerry C. Catchillar
(Coordinator)
Published By: National Bookstore Copy 2004