Reading Comprehension Techniques and Strategies
lower-level reading processes Hedge, 2007. In other words, the readers get the meaning of the texts starting from the smallest elements to achieve
comprehension of what is being read Anderson in Nunan, 2003. Intensive reading activities are involved in this process. Figure 1 is a representation of a
bottom-up approach to reading. Comprehension
Figure 1: Bottom-up model
2 Top-down Model
Top-down model requires the readers to make use their background knowledge to make prediction and inference in order to understand the reading
texts Goodman 1970, in Brown, 2001. The process is the opposite of bottom-up model. The readers start with the largest elements and work down towards
smaller elements to build comprehension of what is being read Anderson in Nunan, 2003:71. Extensive reading activities are involved in this process.
According to Nation 2009, extensive reading is a form of learning from meaning-focused input. Day and Bamford 1998, in Nation, 2009 characterize
extensive reading as “involving a large quantity of varied, self-selected, enjoyable reading at a reasonably fluent speed.” Figure 2 is a graphic representation of a
top-down approach to reading.
Background knowledge
Figure 2: Top-down model
3 Interactive Model
This model is the integration between elements of bottom-up model and top-down model. Murtagh 1989, in Nunan, 2003 considers this combination as
the best model. It effectively connects important aspects of bottom-up and top- down processes. In comprehending the texts, the readers have to consider the
essential elements of linguistic signals in the texts and use their background knowledge to create a strong concept of what is being read in their minds. This
model also encourages the readers to be more conscious of the strategies in comprehending the texts. Intensive and extensive reading activities are involved
as activities that are able to use Grabe and Stoller, 2011:26. Interactive reading activities are involved in this process. Figure 3 below is a graphic representation
of an interactive approach to reading.
Reader background knowledge
Individual letters and sounds
Figure 3: Interactive model
Moreover, the discussion about reading cannot be separated from micro- and macro-skills of reading. To get maximum impact of reading, the readers are
expected to have micro- and macro-skills of reading.