Reading Models

1. Bottom up & Top down model
BByy::
DDaarrsshhiinnyy RRaajjaasseeggaarraann

2. BOTTOM-UP PROCESSING
words pphhrraasseess ideas/details
main
themes ideas
(Gough 1972) Theories that stress bottom-up
processing focus on how readers extract
information from the printed page, claiming that
readers deal with letters and words in a relatively
complete and systematic fashion.

3. TOP-DOWN PROCESSING
main
ideas iiddeeaass/d/deettaaiillss
tthheemmeess main
ideas
wwoorrddss pphhrraasseess
• (Goodman 1967, Smith 1971) Readers form
hypotheses about which words they will
encounter and take in only just enough visual
information to test their hypotheses

4. Bottom up model
Proceeds from part to whole
( phonics approach )
• Learn the sounds of 26 alphabet
letters
• By learning these letter-sound
relationship,decoding formula
provided that can be applied
whenever a child/student encounters
an unfamiliar word.

5. Benefits :
• Better pronounciation and word recognition
• Improve spelling
• Auditory learners tend to benefit from phonics
approach

6. Top down model
proceeds from whole to part
( whole language approach )
• Read to understand
• This approach emphasizes the meaning of texts
• Sounds of letters and phonics just becomes one
small component of the whole approach.
• Readers extract their meaning from a text
based on their prior knowledge to interpret the
meaning of what they read

7. Benefits :
• Better understanding & interesting
approach to reading
• More concern on meaning of text
• Visual learners tend to benefit from
this approach

8. References :
• Donat, Dorothy J. Reading Their Way: a Balance of Phonics and Whole Language. Lanham:
The Scarecrow P, Inc., 2003.
• Krashen, Stephen D. Three Arguments Against Whole Language & Why They are Wrong.
Portsmouth: Heinemann, 1999.
• Dr. Woodrow Trathen, Appalachian State University
• Krashen, Stephen D. "Defending Whole Language." 4 Apr. 2006
<http://www.sdkrashen.com/articles/defending_whole_language/defending_whole_language.
pdf>.
• "Whole Language." Wikipedia. 23 Feb. 2006. 4 Apr. 2006
<http://en.wikipedia.org/wiki/Whole_language>.
• Cromwell, Sharon. “Whole Language and Phonics: Can They Work Together?” 2 Apr. 2006 <
http://www.education-world.com/a_curr/curr029.shtml>
• “North Central Regional Educational Laboratory” 12 Apr. 2006
http://www.ncrel.org/sdrs/timely/briover.htm
• Reyhner, Jon. “The Reading Wars.” 26 March 2006
<http://jan.ucc.nau.edu/~jar/Reading_Wars.html>

9. THANK YOU

10. THANK YOU