1	Cognitivism From Lenses on Reading: An Introduction to Theories and Models by Diane H. Tracey and Lesley Mandel Morrow, pages 125-147
2	1950’s Shift in research away from observable behaviors to unobservable cognitive behaviors related to learning Looked at underlying cognitive processes involved in reading
3	Bottom Up Bottom up models: depict reading porcess as a series of discrete stages through which information passes Letter indentification to processing higher levels of information such as construction of meaning of messages
4	Top Down Built on assumption that reading process is primarily driven by what is in the reader’s head rather than by what is on the printed page Background knowledge Includes information from many sources: knowledge of topic, text structure, sentence structure, word meanings, letter/sound correspondences
5	According to top down models Readers use all thee sources of information to make predictions and hypotheses about upcoming text When upcoming text is inconsistent with reader’s expectations, reading is slowed and reader attends more to actual printed text Top down term comes from heavy reliance on reader rather than text. (what is going on in reader’s mind rather than in the text)
6	Another twist Keith Stanovich theorizes that these processes are interactive and non-linear—that we draw from all our knowledges regarding text, but we do not do it the same each time or the same as other people. If one process is not working well, we substitute another process to compensate. So, sometimes we focus on syntactic structures, but other times focus on semantic, orthographic, and/or lexical information
7	"Syntactic—word order within sentences" Syntactic—word order within sentences Semantic—message construction Orthographic—related to visual input Lexical—word knowledge
8	Phillip Gough Bottom up model of reading Based on idea that information moves linearly through different stages Scanner Character register Decoder Code book Librarian Lexicon Primary memory “the place where sentences go when they are understood (TPWSGWTAU)
9	Gough’s Model Emphasized reading comprehension as the result of two processes Decoding Language comprehension