Abstract
The purposes of this study are 1) to investigate whether English reading processing in class can be explained based on the individual reading processing model, and 2) to examine how the reading processing model operates in English reading classes in high school. Many teaching methods for English reading have been developed based on research studies of the individual reading processing model. However, the reading process in classes hasn’t been examined based on this model. In addition, some insist that English reading should be instructed with bottom-up processing in classes without class analysis. Based on these issues, three English reading classes in a high school were examined. The results show that all three classes were instructed not only with bottom-up processing, but also with a combination of top-down and bottom-up processing. The results also imply that English reading processing in class can be explained based on the individual reading processing model, and that teaching methods based on the individual reading processing model would be effective in English reading classes.
