THEORIES ON

EXPERIENCES OF BLIND STUDENTS

TEACHING
IN INCLUSIVE TERTIARY CLASSES
READING
Teresita D. Ignacio et al.

TERESITA D. IGNACIO, PhD

Lecture 2
 TOP-DOWN READING MODEL

 Also known as inside-out

model, concept-driven model,
and whole-to-part model
 It allows readers to decode a text
even without understanding the
meaning of the word.
 It helps recognize unfamiliar
words through the use of meaning
and grammatical cues.
 It emphasizes reading for
meaning instead of giving
attention to each word, its
letters and sounds.
 It engages the readers in meaning
activities instead of concentrating on
the enhancement of word-attack
skills.
 It considers reading of sentences,
paragraphs, and whole texts as
the core of instruction
 PROPONENT

 KENNETH S. GOODMAN
 The focus of reading is on
constructing meaning in
response to text.
• Teachers who have a top-down belief
system consider reading for meaning , an
essential component of all reading
instructional situations.
• They feel that the majority of reading or
language arts instructional time should
involve students in meaningful activities
in which they read, write, speak, and
listen.
• These teachers may also emphasize the
importance of students’ choosing their
own reading material and enjoying the
material they read.
• Sentences, paragraphs, and text
selections are the units of language
emphasized instructionally.
• Because recognizing each word is not
considered an essential prerequisite to
comprehending the passage, word errors
during oral reading may not be corrected.
Instead, the teacher may advocate non-
interference during oral reading or
encourage a student to use the context or
meaning of the passage to identify
unrecognized words.
2. BOTTOM-UP READING MODEL

 Also known as part-to whole

model
• Teachers who possess a bottom-up belief
system believe that students must
decode letters and words before they are
able to construct meaning from
sentences, paragraphs, and larger text
selections.
• Consequently, they view reading
acquisition as mastering and integrating a
series of word identification skills. Letter–
sound relationships and word
identification are emphasized
instructionally.
• Because recognizing each word is
believed to be an essential prerequisite
to being able to comprehend the
passage, accuracy in recognizing words is
seen as important.
• If you hold a bottom-up set of beliefs,
you may consider the practice of
correcting oral reading errors as
important in helping children learn to
read.
• Or you may believe that helping students
read a passage over and over is an
important instructional activity because
they develop accurate word recognition.
• Teachers who hold bottom-up belief
systems often emphasize the teaching of
skills in a sequential and systematic
manner.
 PROPONENTS

 LEONARD BLOOMFIELD
 Reading starts with the
understanding of the code
 Analysis of the code helps
in getting easily the
meaning of the text.
 EMERALD DECHANT
 The hierarchical organization
of the written text is important
in reading
 CHARLES FRIES
 Learning to transfer from auditory
signs for language signals to a set
of visual signs for the same signals
is needed in reading.
 PHILLIP B. GOUGH
 Developing a considerable range
of habitual responses to a specific
set of patterns suggests ability to
learn to read.
 T. MCCORMICK
 Positive recognition of every word
through phonemic encoding
results from processing letter-by-
letter visual analysis
3. INTERACTIVE READING MODEL

 This is an attempt to
combine the two models
• Teachers who hold an interactive view of
reading and learning to read fall between
bottom-up and top-down belief systems
on the beliefs continuum.
• Such teachers recognize that a reader
processes both letter–sound cues and
meaning cues during reading.
• Reading as a meaning-making activity is
utmost in their thoughts about reading and
learning to read, but they also believe that
readers must be able to identify words quickly
and accurately if they are going to make sense
of what they read.
 Defining Bottom-Up, Top-Down, and
Interactive Beliefs About Reading
BOTTOM-UP BELIEFS TOP-DOWN BELIEFS INTERACTIVE BELIEFS
ABOUT READING ABOUT READING ABOUT READING

Relationship of Believe students Believe students can Believe students

word recognition must recognize comprehend a can comprehend by
to each word in a selection even when identifying words
comprehension selection to be able they are not able to quickly and
to comprehend the identify each word. accurately.
selection.
Use of Believe students Believe students Believe students
information cues should use word should use meaning process letter–
and letter–sound and grammatical cues sound and meaning
cues exclusively to in addition to letter– cues simultaneously
identify sound cues to identify to identify
unrecognized unrecognized words. unrecognized
words. words.
 BOTTOM-UP BELIEFS TOP-DOWN BELIEFS INTERACTIVE BELIEFS
ABOUT READING ABOUT READING ABOUT READING
View of Believe reading Believe students Believe students
reading requires learn to read learn to read by
mastering and through developing skills
integrating a meaningful and and strategies in
series of word authentic meaningful
identification activities in contexts.
skills. which they read,
write, speak,
and listen.

Units of Emphasize Emphasize Emphasize letters,

language letters, letter– sentences, letter–sound
emphasized sound paragraphs, and relationships,
instructionall relationships, text selections words, sentences,
y and words paragraphs, and
text selections.
 BOTTOM-UP TOP-DOWN INTERACTIVE BELIEFS ABOUT
BELIEFS ABOUT BELIEFS ABOUT READING
READING READING

Where View accuracy View reading View accurate word

importance in identifying for meaning identification as
is placed words as as important. contributing to
instructionall important. meaningful reading.
y

Assessment Think Think Think students need to

students need students need be assessed on the basis
to be assessed to be assessed of their performance in
on discrete on the kind of meaningful contexts.
skills. knowledge Assessment informs
constructed instruction.
through
reading.
LITERARY APPRECIATION SKILLS

1. POETIC LANGUAGE
 Words or phrases that conjure
up vivid pictures in your mind,
that appeal to your emotions,
or that communicate ideas
beyond the literal meanings of
the word.
 Example:
 Plain chip ware on a plain and
creaking wood,
Tin flatware,
….. As they lean over the beans in
their rented back room.
that is full of beads and receipts
and dolls and cloths, tobacco
crumbs, vases and fringes.
2. Tone and Mood
 The attitude that a writer
takes toward a subject.
3. Character
4. Setting
5. Plot
6. Theme
READING FOR SPECIFIC PURPOSES

A. READING FOR INFORMATION

 You read notification texts,
newspapers, research papers,
essays, and reports.
B. READING FOR APPRECIATION
AND ENJOYMENT
C. READING FOR CRITICAL
UNDERSTANDING
D. READING FOR STUDY
 APPLIED READING SKILLS
1. VOCABULARY SKILLS
 IDENTIFYING THECOMPONENTS OF
A WORD
 STEMS – is a part of a word to
which inflectional ending is added
or in which inflectional phonetic
change is made
  AFFIXES – may be a prefix or suffix
added to a root word
2. PUTTING TWO WORDS TOGETHER
 Two words put together are called
compounds.
4. CLASSIFYING WORDS ACCORDING
TO SOUND AND SPELLING
5. UNDERSTANDING IDIOMS AND
FIGURES OF SPEECH
 FIGURES OF SPEECH

1. SIMILE
 An explicit comparison
between two different things.
 It uses the words as and like
to show the similarity.
 Trains pass with windows shining
like a smile full of teeth
2. METAPHOR
 An implicit comparison
between two unlike things.

 The sky is an army blanket

 3. PERSONIFICATION
 An object or an idea is given
human qualities.

 The car complained as the

key was turned.
 4. HYPERBOLE
 An exaggerated statement.

 I haven’t seen you for ages.