Bottom Up Top Down

 

Tea aching R eadi ng : Te otttom om-Up -Up • B ot • Top-Down

 

What is reading ? The ability to successfully generate meaning from text.

 

What is f  flluen entt reading ?

 

What is f  flluen entt reading ? “The ability to read at an appropriate rate with adequate comprehension” (68).  Anderson, N. J. (2003). Exploring Skills: Reading. In D D.. Nunan (Ed.), Practical English Language Teaching (pp. Teaching (pp.

67-86). New York: McGraw-Hill.  

What is s tr ateg i c reading ?

 

What is s tr ateg i c reading ? “The ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading” (68).  Anderson, N. J. (2003). Exploring Skills: Reading. In D D.. Nunan (Ed.), Practical English Language Teaching (pp. Teaching (pp.

67-86). New York: McGraw-Hill.  

What is the goal  of goal of reading?

 

What is the goal  of goal of reading? Comprehension

 

Factors that influence reading comprehension:

 

Factors that influence reading comprehension:

• The reader  • The text • Interaction between the reader and the text: o

Strategies

o

Schema o Purpose for reading o

•

Manner of reading

Fluency

 

Models of Reading

•Bottom-up processing (decoding)

•

Top-down processing Interactive approach

 

Bottom-up Processing Reader builds meaning from the smallest units of meaning to achieve comprehension. Example

letters letter clusters words phrases sentences longer text meaning = comprehension

 

Top-down Processing Reader generates meaning by employing background knowledge, expectations, assumptions, and questions, and reads to confirm these expectations. Example

Pre-reading activities (i.e. activating schema, previewing, and predicting) + background knowledge (cultural, linguistic, syntactic, and historical) = comprehension

 

Interactive Approach Reader uses both bottom-up and top-down strategies simultaneously or alternately to comprehend the text. Example

Reader uses top-down strategies until he/she encounters an unfamiliar word, then employs decoding skills to achieve comprehension comprehension..

 

Interactive Approach

Knowledge base + bottom-up strategies + top-down strategies = comprehension

 

Which model should be adopted? The reader must be competent in both bottom-up and top-down processing.

 

Interaction (“balance”) of bottom-up and top-down strategies:

 

Interaction (“balance”) of bottom-up and top-down strategies:

Top-down

 

Interaction (“balance”) of bottom-up and top-down strategies:

Bottom-up

 

Interaction (“balance”) of bottom-up and top-down strategies:

Bottom-up

Top-down

 

Interaction (“balance”) of bottom-up and top-down strategies: Top-down

Bottom-up

strategies strategies (“phonics”

(“whole

approach)

language”

 _______________ 

approach)

 _ 

 _______________   _ 

Examples:

• decoding • using

capitalization to infer proper nouns

• graded

Examples:

Bottom-up

Top-down

• using

background knowledge

• predicting • guessing the

reader

meaning of

approach

unknown

• pattern recognition

words from context

• skimming/sca

nning  

Models of Reading:  Application

Top-down processing The kenl k enlii g c odd oddller s c anl nlyy k i mpl pled ed i n the the cumpy cum py kebs kebs . 1) What kind of coddlers were they? 2) What did the coddlers do? 3) How did they do it? 4) Where did they do it?

 

Models of Reading:  Application

Bottom-up processing The k enl nlig ig cod codd dlers ca canl nlyy k im imp pled in the cum cu mpy ke keb bs . When do you spell words with a C  C or or a K ? kenlig

• •coddlers canly •

 

•kimpled Decoding Strategy: The C and K  This is the rule:

Skill

Listen for the sound of the vowel that follows. If the sound /k/ is followed by the vowels a, o, or u, it i t will always be spelled with a “c”. If you hear the vowels i, or e, it will always be spelled with a “k”.

 

Decoding Strategy: The C and K  Skill C  –  – a, o, u K – i, e

cat kid cob Ken cup kin can keg

 

Models of Reading:  Application

Bottom-up processing The k enl nlig ig codd coddlers ca canl nlyy k im imp pled in the the cum cu mpy ke keb bs . When do you spell words with a C  C or or a K ?

•  _enlig •  _oddlers •  _anly •  _impled •  _umpy •  _ebs

 

Models of Reading:  Application

Bottom-up processing The k enl nlig ig codd coddlers ca canl nlyy k im imp pled in the the cum cu mpy ke keb bs . When do you spell words with a C  C or or a K ?

• kenlig • coddlers • canly • kimpled • cumpy • kebs

 

Top-down Strategies:  Application

Step 1: Read the title. Predict what the text is going to be about. Step 2: Ask questions: - Wha Whatt is your your purpose purpose for readin reading g this text? - Wha Whatt type of text text is this? this? (A new newspape spaperr article? A letter? A textbook? A poem?) - What is a “Jabberwocky”? Step 3: Activate background knowledge: knowledge: What do you know about Lewis Carroll’s style sty le of

 

writin ?

Top-down Strategies:  Application

“Jabberwocky” By Lewis Carroll (from Through the Looking-Glass and What Alice Found There, There , 1872)

 

Top-down Strategies:  Application “Jabberwocky” By Lewis Carroll (from Through the Looking-Glass and What Alice Found There, There , 1872)

`Twas `Twa s br brilillilig, g, an and d th the e sli slith thy y to tove ves s Did gyre and gimble in the wabe:  All mimsy were the borogoves, borogoves,  And the mome mome raths outgrabe.

 

Top-down Strategies:  Application

•Which top-down strategies did you use while reading to help you comprehend the text?

•

Were your top-down strategies enough to read the text?

•

What did you do when you came across

an unfamiliar word?  

Bottom-up Strategies:  Application That's enough to begin with", Humpty Dumpty interrupted: "there are plenty of hard words there. 'Brillig  'Brillig ' means four o'clock in the t he afternoon--the time when you begin broiling thin things gs fo forr dinn dinner er." ." "

"That'll do very well", said Alice: "and 'slithy  'slithy '?" '?" "Well, 'slithy  'slithy ' means 'lithe and slimy'. 'Lithe' is the same as 'active'. You see it's like a portmanteau portmanteau--there --there are two meanings packed up into one word."

 

Bottom-up Strategies:  Application I see it now", Alice remarked thoughfully: "and what are 'toves 'toves'?" '?" "Well, 'toves 'toves'' are something like badgers--they're something like lizards--and they're something like corkscrews." "They must be very curious creatures." "They are that", said Humpty Dumpty: "also they make their nests under sun-dials--also they live on cheese." "And what's to 'gyre 'gyre'' and to 'gimble 'gimble'?" '?" "To 'gyre 'gyre'' is to go round and round like a gyroscope.

To gimble is to make holes like a gimlet.  

Bottom-up Strategies:  Application " And  And 'the 'the wabe' wabe' is the grass plot round a sun-dial, I suppose?" said Alice, surprised at her own ingenuity. "Of course it is. It's called 'wabe 'wabe',', you know, because it goes a long way before it, and a long way behind it-" "And a long way beyond it on each side", Alice added. "Exactly so. Well then, 'mimsy  'mimsy ' is 'flimsy and miserable' (there's another portmanteau for you).  And a 'borogove 'borogove'' is a thin shabby-looking bird with its feathers sticking out all round--something like a live

mop.  

Bottom-up Strategies:  Application "And then 'm 'mome raths'?" said Alice. "If I'm not giving you too much trouble." "Well a 'rath 'rath'' is a sort of green pig, but 'mome 'mome'' I'm not certain about. I think it's sort for 'from home'--meaning home'--mea ning that they'd lost their way, you know."

 

Bottom-up Strategies:  Application "And what does 'outgrabe 'outgrabe'' mean?" "Well, 'outgribing  'outgribing ' is something between bellowing an whistling, with a kind of sneeze in the middle: however, you'll hear it done, maybe--down in the wood yonder--and when you've once heard it, you'll be quite content. Who's been repeating all that hard stuff to you?" "I read it in a book", said Alice. --Through -Through The Looking Glass, Glass, Lewis Carroll

 

Bottom-up Strategies:  Application It was four o´clock in the afternoon, and the active and slimy badgers moved round and round like a gyroscope and made holes on the grass:  All flimsy and miserable were the borogoves, and the lost pigs whistled.

 

 Application: Now What? 1) First provide explicit instruction in bottomup/decoding strategies, strategies, then allow opportunities to practice bottom-up strategies in extensive reading materials.

 

 Application: Now What? 2) Use shorter passages to teach intensive reading skills and longer texts to apply topdown strategies.

 

 Application: Now What? 3) Select materials for both intensive (teaching explicit strategies) and extensive (application of strategies strategies)) purposes. One single text generally cannot meet both needs.

 

 Application: Now What? 4) When teaching new vocabulary, provide explicit decoding strategies to enable learners to develop phonemic awareness. - rhym rhyming ing game games s (mat

pat)

- manipula manipulation tion of beginning, beginning, middle, middle, and end of words (mat pat pet pen)