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Contemporary Model of Reading

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Contemporary Model of Reading

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  1. Contemporary model of reading In my efforts, I plan on invoking the ‘Contemporary model of reading’ as highlighted by Dooley (2004, p.56). It is recognized as being one of the most commonly spoken about models of reading, also known as the Four Resource Model, first developed by Freebody and Luke in 1990. This model was developed as a set of specifications for developing literacy pedagogy, curriculum and assessment (Bull & Anstey, 2010). It proposes that in order to be ‘a successful reader in our society’, four reading practices must be developed and engaged in by our students. Four competencies for reading were identified within this model: coding, semantic, pragmatic and critical. These competencies were then translated into the following four practices (Vasquez, 2010).

  2. Code breaker ‘How do I decipher this text?’ Breaking down the code of written texts by recognizing and being able to speak & write words and sentences; incorporating phonics and the use of accurate spelling and grammar. • Text participant ‘What does this mean to me?’ Comprehending and composing meaningful written, visual & spoken texts from within particular cultures, institutions, families and communities, by using the students’ knowledge of the world, knowledge of vocabulary and knowledge of how language works.

  3. Text user ‘What do I do with this text?’ Making use of texts functionally by knowing about and acting on the different cultural & social functions that various texts perform both inside as well as outside of school, and knowing that these functions shape the way texts are constructed, such as their context, purpose, audience and content. • Text analyst‘ What does this text do to me?’ Understanding and acting on the knowledge that texts are constructed to convey particular views, silence others, influence people’s ideas.

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