| Title | Cognitive and linguistic factors in reading acquisition
| | Authors | Ludo Verhoeven, Pieter Reitsma, Linda S. Siegel
| | Journal | Read Writ., 24 (2011), pp. 387–394
| | Year of publishing | 2011
| | Abstract | Models of the reading process generally describe the relations among the components of reading in skilled readers. In these models, the relations between bottom-up word recognition processes (lower order processes) and top-down comprehension processes (higher order processes) are typically described. In bottom-up models of reading, processing starts with the raw input and passes through increasingly refined analyses until the meaning of the text is grasped. In top-down models, the decisions made at higher levels of processing are used to guide choices at lower levels. Research evidence makes it clear that neither purely bottom-up nor purely top-down models can fully explain the reading process (Rayner & Pollatsek, 1989; Stanovich, 2000). An interactive model of ongoing top-down and bottom-up processes is therefore needed to imply that the reader uses both graphic and contextual information to grasp the meaning of a text (Perfetti, Landi, & Oakhill, 2005; Verhoeven & Perfetti, 2008).
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