Abstract
The present work analyzes Top-Down and Bottom-up reading models and interactive approximation in the reading sections of five Portuguese textbooks, taking into account the different objectives to accomplish reading. It is a bibliographic research with an exploratory character, supported by the PCNs and what they foresee in relation to the reading comprehension for Elementary School. The results showed that the textbooks analyzed present both bottom-up and top-down reading models, achieving, this way, the interactive reading model.
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