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D.Eskey Reading and Teaching of L2, The brain uses existing knowledge…

- - - - Bottom-up model
        
        Focus on text → meaning comes from decoding.
        
        Weakness: ignores the reader’s prior knowledge.
      - Top down model
        
        Focus on reader → meaning predicted by brain, text used to confirm.
        
        Weakness: underestimates text accuracy.
      - Interactive model
        
        Combination of both text (bottom) and brain (top).
        
        Reading = interaction between decoding and background knowledge.
    - - Sensory store: records visual image of text.
      - Short-term memory: processes information (5–7 meaningful units at once).
      - Long-term memory: stores knowledge as concepts or ideas.
- - - - Reading is also being
      - enculturated (to our own culture) or acculturated (to
      - someone else’s culture) in a kind of apprenticeship, which
      - Smith (1988) has compared to joining a club—the literacy club
      - Reading is a culturally learned behavior, and
      - cultures make various uses of reading, the amount and
      - kinds of reading that we learn to do varies along a con-
      - tinuum, ranging from the memorization of sacred or
      - canonical texts to reading purely for pleasure, or so-called critical
      - reading, in which the reader is expected not only to
      - understand the text but to evaluate it for accuracy,
      - insightfulness, and even aesthetic worth
- - - - Most reading teachers use 2 main instruction.
      - Intensive reading
        
        This is working with short text to analyze grammar and structure
      - Extensive reading
      - Working with long texts outside of class
      - Reading teachers has 2 responsibility
        
        Motivate students to read by giving suitable and interesting texts
        
        2 Make reading easier by using strategies