Although many models of reading have evolved in the history of the field of reading, these models generally lack the simplicity necessary to be readily translated into methodology. Both pre-service and in-service teachers enrolled in reading courses profit from a model of reading, since models aid the understanding of theory, and thus are prerequisite for translating theory into classroom practice.
Elijah, D., & Legenza, A. (1981). A Major Revision of the Reading Model for Classroom Teachers. Reading Horizons, 21 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol21/iss2/5