5. Models of Reading
While processing a text, the readers need to use these three complementary ways; Bottom-Up Models, Top-Down Models, and Interactive-
Models.”In some cases, one model predominates, but they are used by the readers while approaching a
difficult text. According to William Grabe and Fredricka L. Stoller on Nida Husna book said “There are three models of reading skills.”
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a. Bottom-up Models
These models assume that reading involves the way reader builds up a meaning from the text by creating a piece by piece mental translation. Recognizing letters
and words and working out sentence structures are conducted in a linier fashion. In this case, the reader must scrutinize the vocabulary and syntax to meet the
same point view as the writer intended.
b. Top-Down Models
Top- Down Models state that reading depends on the reader‟s expectations which
is conducted to draw inferences and to interpret assumptions. The readers have their own set of goals while reading a text. They direct their eyes to the most
likely place where useful information can be found.
c. Interactive Models
These models take useful ideas from a bottom-up perspective and combine them with the key ideas from a top down views. Practicality, readers shift from one
focus to another, adopting a top down models to predict the probable meaning, then moving to the bottom up approach to check whether that is really what the
writer says.
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Nida Husna, Step by Step to Reading Skills Step First Edition, Jakarta: English Education Department Syraif Hidayatullah Jakarta, pp. 13
—14.
6.
Reading Skills
In reading certain text, a number of things should be able to be done by the students by using reading skills: Scanning, Skimming, and Reading For Detailed
Comprehension. a.
Scanning
This skill requires students to be able to scan the text for particular information or details they are searching for. It means that they do not need to read the entire
paragraph especially in every word and line. This skill is applied, for example, when they are looking for certain advertisement on the newspaper o
r someone‟s name on the attendance list.
b. Skimming
This skill is used to get the general understanding of what the text is about. Skimming is done by running our eyes rapidly over a text. For example, when
the students read a newspaper, they only cast their eyes over it to find the general idea of what has been happening, or weekly popular magazine that what we
would find about the information we need in a half time it takes us to read it now.
c. Reading for detailed comprehension
To get the detail comprehension of the text, students have to use the skill which is different from the skills explained before. Reading for detailed comprehension
is actually more complex than commonly assumed. It requires very rapid and automatic processing of words, strong skills in forming a detailed meaning
representation of main ideas, and efficient coordinating of many processes under very limited time constraints.
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9
Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, Harlow: Longman, 1998, p. 60.
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