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Principles:
Goodman’s Processes in reading
Top-Down 1. Students begin to use context
1. Recognition-initiation clues to decipher unfamiliar
2. Prediction Approach words
3. Confirmation 2. Encourages students to rely on
4. Correction
their own knowledge and use
5. Termination
context clue to understand
new concepts or words
Limitations 3. Allows students to choose
Problems
1. Tend to emphasize books to read based on their
1. For many texts, the reader has higher level skills at own interests
little knowledge of the topic and the expense of lower 4. Encourage readers to develop
cannot generate predictions skills speaking and listening skills by
2. Even with a skilled reader, it 2. Tend to deemphasize reading aloud to the class or to
would take much longer than it the perceptual and a smaller group of students
would to recognize the words encoding dimensions
Models of Reading: Language Experience Approach
To build their confidence in the reading Mainly Opportunity to use the social Advantages
and writing process restricted to vocabulary they are acquiring
conversational through their interactions with 1. Requires more
English peers and teachers personal involvement
from the child
2. Positive impact on the
Example of Activities child’s self esteem
1. Field Trip
2. A practical activity Language Experience
like cooking Disadvantages
3. Special events like Approach (LEA) 1. Requires a significant time input
sports day and
from the teacher
celebration
2. Child’s spoken dialect differs from
standard written English
3. In groups, language structures of
Steps students are varied
1. A Shared Experience
- Something the class does together or sequence of picture
2. Creating the Text Definition:
- Verbally recreate the shared experience in a large-group discussion Uses the student’s own
3. Read & Revise experiences, vocabulary, and
- Read the story aloud and discusses it language patterns to create texts
4. Read and Reread for reading instruction and make
- Read in choral or echo style or both in small groups or pairs and then, reading a meaningful process
individually
5. Extension
- A variety of literacy activities
Models of Reading: Sight Word Approach
Definition
Example of activities
Teaches recognition of the
whole word 1. Word Wall
Sight Word 2. Tic-Tac-Toe
3. Oh, No! Game
Objectives
Approach 4. Rainbow Words
Primarily stress on the bottom-up Phonemic Awareness: ability to recognize that words are
approach where students process made up of a discrete set of sounds and to manipulate
letters and words sounds
Children must learn to
convert the unfamiliar
Require a great deal of
printed words into their
explicit instruction in the
familiar spoken forms “b”
rules of printed text
is pronounced as /b/, that
Phonics Approach “c” can be pronounced as
/k/ or /s/,
Focuses on individual letters
and sounds, repetition, and
practice
Principles
Example of Activities
1. Lessons must be systematically delivered, not haphazard or “hit and miss”
1. Fish for Letters 2. Daily instruction should build on the skills of yesterday’s lesson
2. Read the Word 3. Use a variety of types of text for reading practices
3. What’s the Word?
4. Use words kids can read and have them analyze them
4. What Do I Already
5. Avoid rules, or at least avoid insisting that they learn the rules
Know?
5. Irregular Word Road
6. Language play-exposure to books, songs, poetry, and chats-make learning
Race phonemic awareness and phonics fun
References
Abisamra, N. S. (2007, September 29). Teaching Reading from an Interactive Perspective. Retrieved March 2, 2015, from Nada's ESL Island:
http://www.nadasisland.com/reading/
Anderson, D. (2005, June). Retrieved March 2 2015, from ADMC HD Common Year: http://www.admc.hct.ac.ae/hd1/documents/Reading%20Literacy-1.pdf.
Besty. (2014, November 20). Research Basis | Sight Words. Retrieved from http://www.sightwords.com/blog/2014/research-basis/
Cunningham, Patricia M.; Moore, Sharon Arthur; Cunningham, James W.; Moore, David W. (2004). Reading and Writing in Elementary Classroom (5th ed.).
United States of America: Pearson Education, Inc. Retrieved March 2, 2015
Hyte, H. (2008, February 13). ESL Trail: ESOL Instruction from the Bottom-Up: Using Reading Strategies. Retrieved March 2, 2015, from ESL Trail:
http://www.esltrail.com/2008/02/esol-instruction-from-bottom-up.html
Koshy, R. (n.d.). Understanding the Language Experience Approach (LEA). Retrieved March 2, 2015, from
https://k12teacherstaffdevelopment.com/tlb/understanding-the-language-experience-approach-lea/
McIntyre, E., Hulan, N., & Layne, V. (2011). Reading Instruction for Diverse Classrooms. United States of America: The Guilford Press. Retrieved March 2,
2015
O’Toole, B. (n.d.). Language Experience Approach. Retrieved March 2, 2015, from Marino Institute of Education: http://www.mie.ie/getdoc/30d67e17-
30a7-4a1e-9c27-6cdb2b6d8c35/LanguageExperience.aspx
Pearson, A. (n.d.). Bottom-Up Theories of the Reading Process | Everyday Life- Global Post. Retrieved March 2, 2015, from Global Post:
http://everydaylife.globalpost.com/bottomup-theories-reading-process-15252.html
Pearson, A. (n.d.). The Top-Down Reading Model Theory. Retrieved March 2, 2015, from Global Post: http://everydaylife.globalpost.com/topdown-reading-
model-theory-13028.html
Swift, S. (2007, February). An ELT Notebook: Teaching Listening: Top Down or Bottom Up? Retrieved March 2, 2015, from An ELT Notebook:
http://eltnotebook.blogspot.com/2007/02/teaching-listening-top-down-or-bottom.html
Wren, S. (2003). Balanced Approach to Literacy Instruction. Retrieved March 2, 2015, from Education Oasis:
http://www.educationoasis.com/resources/Articles/balanced_approach_reading.htm
Treiman, R. (2001). Reading. In M. Aronoff and J. Rees-Miller (Eds.), Handbook of Linguistics (pp. 664-672). Oxford, England: Blackwell. Retrieved March 2,
2015