Scanning
, or searching for specific information. Analyzing more details, those kinds of reading can be divided into two
broad categories. The first two types of reading are reading based on the content of the text and the last two are based on the way how the reader experiences the
text. In receptive reading, the reader tends to read the text rapidly and automatically without repeating the text frequently because the content is not
quite hard to digest. In reflective reading, the readers will make more effort rather than in receptive reading. The readers do more effort due to the content of the
texts. The texts require the reader to reflect on what the readers have read in order to grasp the idea of the text. Both the last two types of reading are quick reading
but they have different purposes. In skim reading, the readers read quickly to find out general information about the text such as reading a newspaper,
advertisements, and magazines while in scan reading, the readers read quickly to find out specific information.
D. Reading Model Theories
The reading processes have generated some theories which can influence reading instruction in language classrooms. Many experts of reading have
proposed some explanations on reading process. The explanations concentrate heavily on word perceptions and comprehension. These two explanations on
reading process can be categorized as bottom- up and top- down processing as asserted by Goodman 1970 in Brown, 2001: 298, Nunan 2003: 71 and Farrel
2007:2.
In bottom-up processing, the reader identifies the multiple of linguistic signals letters, morphemes, syllables, words, phrases, grammatical cues and
discourse markers or in order word, the reader reads the word, the sentences, and look at the organization of the text. In this process, the reader does not relate what
is being read to hisher period knowledge or personal experience. The reader selects the signals that make sense and interprets. Arriving at the meaning is the
final step in the process. Meanwhile, in top-down process, the readers bring prior knowledge and experiences to the text. Then they continue to read as long as the
text confirms their expectation towards the text. This process can be illustrated as follows: first,
the readers’ looks at the text. After reading the titles, headings, and the sub-headings, they make a prediction on what will be about on the text based
on their prior knowledge or experience of the text. Then they continue to read the text seeking confirmation about the topic in the text. Thus, in this process, the
readers fit the text into their experience and background knowledge they already hold.
Practically, it is possible for reader to read a text only by elaborating one process either top-down or bottom-up process. When readers read a complete text,
they will elaborate between bottom up- processing and top- down processing is the primary ingredients in the successful teaching methodology because both
processes are important. Moreover, Nuttal in Brown 2001:299 notes that a reader needs to move from lower to higher or from higher to lower elements. This
process is called interactive reading process.
E. Kinds of Reading Skills
