The reading process as a whole is a very complex area, and is constantly changing, but as an elementary school teacher responsible for teaching young children to read, it is vital for me to understand the theories behind the reading act itself. The three theories which I feel are the most important, and which I feel are intertwined to account for the reading process are subskill theories, interactive theories and transactive theories. I believe that all three of these theories have components that fit together to account for reading and the understanding of reading. One theory alone cannot account for every aspect of the reading process.
The subskill theory approach to reading is one that has been around for a long time, and is based on instructional strategies to teach letter-sound relationships, sight words and decoding skills (among others), until the reading act becomes automatic. Comprehension does play a role in this theory, but it is a small role, in my opinion. I know this system works, because it is the way I was taught to read. I believe it is vital for young children to understand the relationship between sound and symbol relationships. This approach gives children a strategy for sounding out words that are unfamiliar to them. Unlocking the pronunciation of a word can sometimes lead to the words meaning, if the child is familiar with the word, and this is an important skill for young readers to have. But, the goal of reading is to gain meaning from the text, not just to pronounce the words correctly. When the reader is unable to attach meaning to the word, the decoding skill becomes useless. This is why the subskill theory, by itself, cannot account for all aspects of the reading act. I have witnessed many elementary students who are prolific readers, can sound out even the most complex words, but do not have a clue about the meaning of what they have read. Studying a reading skill in isolation does not guarantee its use in practice. This is the point where I believe the interactive theory comes into play.
The interactive theory makes the connection between the reader and the text, and the theory states that the result of this continuous interaction produces meaning. One of the most important aspects of this theory has to do with the reader making predictions about what they are reading (top down processing) while at the same time, they are using visual cues from the text to test these predictions (bottom down processing). Unlike the subskill theory where there is excessive focus on words and skills are stressed more than meaning, the transactive theory takes it one step further and gives value to the reader. The reader uses their background knowledge and experiences to bring meaning to the text. Without the young reader being able to relate to the text, they are unable to derive meaning from it. This is an essential aspect of the reading process, in my opinion. At Roberts we have learned that good teaching bridges the gap between previously learned knowledge and new material. We have a section on our lesson plans devoted to it! The reading process is no different- it must bridge the gap between the print and the information contained in it to background knowledge. The interactive theory explains this connection, but I believe
The subskill theory approach to reading focuses on teaching specific skills such as letter-sound relationships, sight words, and decoding skills to help readers become automatic in their reading. While comprehension is considered in this theory, it is seen as playing a smaller role compared to the emphasis on skills. This approach is rooted in the belief that young children need to understand the relationship between sounds and symbols in order to effectively sound out unfamiliar words. By unlocking the pronunciation of a word, there is potential for the reader to also grasp its meaning if they are familiar with the word. This skill of decoding words is important for young readers to develop.
However, it is important to note that the goal of reading is not just to pronounce words correctly, but to gain meaning from the text. When readers are unable to attach meaning to words, the decoding skill becomes ineffective. Therefore, the subskill theory alone cannot account for all aspects of the reading process. Many elementary students who are proficient at decoding complex words may lack comprehension and understanding of the text they have read. This illustrates that studying reading skills in isolation does not guarantee their practical use.
This is where the interactive theory of reading comes into play. The interactive theory emphasizes the connection between the reader and the text, stating that meaning is produced through continuous interaction. One key aspect of this theory is the reader’s ability to make predictions about the text (top-down processing) while simultaneously using visual cues from the text to test these predictions (bottom-up processing). Unlike the subskill theory, which focuses heavily on words and skills, the interactive theory recognizes the importance of the reader’s background knowledge and experiences in deriving meaning from the text.
In order for young readers to derive meaning from the text, they need to be able to relate to it. The interactive theory highlights the significance of bridging the gap between previously learned knowledge and new material, just as good teaching does. At Roberts, this connection is recognized and incorporated into lesson plans. The interactive theory explains how the reading process must bridge the gap between the printed words and the information contained within, connecting it to the reader’s background knowledge.
In conclusion, while the subskill theory provides a foundation for teaching reading skills, it alone cannot account for all aspects of the reading act. The interactive theory complements the subskill theory by emphasizing the reader’s interaction with the text and the importance of meaning-making through predictions, visual cues, and background knowledge. By considering both theories, educators can provide a more comprehensive approach to teaching reading that encompasses both skills and comprehension.
The interactive theory of reading emphasizes the importance of bridging the gap between previously learned knowledge and new material in order for young readers to derive meaning from the text. This theory recognizes that the reading process involves connecting the printed words to the information contained within, and relating it to the reader’s background knowledge.
When students can relate to the text, they are more likely to engage with it and make meaningful connections. This is why good teaching practices incorporate strategies that help students connect their prior knowledge to the new material they are reading. By doing so, educators can facilitate the process of meaning-making and enhance comprehension.
The interactive theory complements the subskill theory, which provides a foundation for teaching reading skills, by emphasizing the reader’s interaction with the text. While the subskill theory focuses on decoding and recognizing individual words, the interactive theory expands on this by highlighting the importance of making predictions, using visual cues, and drawing on background knowledge to construct meaning.
Predictions play a crucial role in the interactive theory of reading. When students make predictions about what they think will happen next in the text, they actively engage with the material and anticipate the upcoming information. This not only enhances their comprehension but also encourages them to continue reading and seek confirmation or revision of their predictions.
Visual cues, such as illustrations or diagrams, can also aid in the understanding of the text. These visual elements provide additional context and support comprehension by helping students visualize the information being presented. By incorporating visual cues into lesson plans, educators can further facilitate the connection between the text and the reader’s background knowledge.
Background knowledge is another key aspect of the interactive theory. By activating and drawing on their prior knowledge, students can make connections between what they already know and the new information they encounter in the text. This connection is crucial for deriving meaning and making the reading experience more meaningful and relatable for young readers.
In conclusion, the interactive theory of reading complements the subskill theory by emphasizing the reader’s interaction with the text and the importance of meaning-making through predictions, visual cues, and background knowledge. By considering both theories, educators can provide a more comprehensive approach to teaching reading that encompasses both skills and comprehension. This approach helps students not only decode words but also engage with the text, make connections, and derive meaning from what they read.