A Major Revision of the Reading Model for Classroom Teachers
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: A Journal of Literacy and Language Arts, 21 (2). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol21/iss2/5