Exploring a Model of Reading Proficiency

In attempts to understand the process of literacy acquisition, many researchers have devised models of reading. The basic elements of most reading acquisition models include word, or print knowledge and comprehension. The inadequacy and global nature of the conversational model of language proficiency provide impetus for C.E. Snow's development of a multidimensional model. Logical parallels exist between Snow's model of oral language proficiency and a model for reading acquisition and proficiency. Word knowledge takes the place of Snow's information load dimension, background knowledge retains much the same meaning and import, while "support" is substituted for the audience parameter, and "voice" serves as the fourth dimension. The word knowledge component consists of decoding, automaticity, and vocabulary, and there are at least two factors at work within the realm of background knowledge--reader experience and text factors. The support dimension encompasses an interaction of three factors--reader, text, and instructor. Voice, the fourth dimension, consists of self awareness and a transition from self to other. There is considerable interaction among the factors in this model, and in many cases, reciprocal relationships are apparent. Once children's literacy understandings have been carefully assessed, the model can provide information regarding what can be expected from the children, what measures of support would be appropriate, where strengths or weaknesses might exist, and what means might be used to take advantage of or compensate for them. (Contains 50 references and 3 figures.) (RS)