Language Teaching Appreciation

Professor: Dr. Teresita Adriano

Reading Approaches and Strategies

Reading Approaches
1. The Bottom-up Approach
Nuttall (1996) stated that bottom-up approach holds the view that reading is a
process of building symbols into words, words into sentences and sentences into the
overall meaning, which reflects traditional attitudes toward reading. Similar to Anderson
(1999), he mentions that bottom-up depends on the information presented by the text,
and that information is processed from letter features to letters to words to meaning.
According to Alderson (2000) in the bottom-up processes the reader begins with the
printed word, recognizes graphic stimuli, decodes them to sounds, recognizes words
and decodes meaning. Aebersold and Field (2000) and Carrel (2002) state decoding
individual linguistic units (e.g., phonemes, graphemes, words) is a term for this process
because the reader constructs the text from the smallest units (letters to words, to
phrases to sentences, etc.), and the process of constructing the text from those small
units becomes automatic. Moreover Carrell (2002) mentions that readers also modify
their preexisting background knowledge and current prediction on the basis of
information encountered in the text. In conclusion, Bottom-up approaches relate to
building textual meaning from the smallest units to the largest ones and using the
readers´ preexisting knowledge to comprehend the text.
2. The Top-down Approach
During the reading process, readers take large units of meaning of the text at a time
and match what they already know with the meaning they derive from the text the
student does not read every word, but see through the text in order to be able to guess
the meaning of the words or phrases.
Nuttall (1996) also states that readers´ intelligence and experience based on the
schemata they have acquired can make the predictions to understand the text. That is,
the reader does not read every word, but see through the text in order to be able to
guess the meaning of the words or phrases. The top-down model gives a sense of
perspective and makes use of all that the reader brings to the text: prior knowledge,
common sense, etc. In brief, this model is the making of predictions about new
information in the text based on prior experience or background knowledge that readers
already know or possess.
3. The Interactive Approach
A reader continually shift from one focus to another, adopt a top-down approach to
predict the probable meaning then move to the bottom-up approach to check whether
that is really what the writer is saying.
According to Nuttall (1996), Anderson (1999) and Alderson (2000), the interactive
model combines elements of bottom-up and top-down models. The two models are very
important strategies for readers. Successful readers frequently use and display
combination of top-down and bottom-up reading (Cohen, 1990). That is readers use
some characteristics of top-down and use others of bottom-up to reach their objective
“Their reading comprehension”. Anderson (1999) also cites Grabe´s idea relating to the
interactive model divided into two concepts; the first concept relates to the interaction
that occurs between the reader and the text, while the second concept relates to the
interaction between bottom-up and top-down process.
4. The Language Experience Approach
The language experience approach uses a student’s own language and grammar to
create reading materials. In simple terms, they tell you a story and you write it down for
them to read.
What are the advantages of using language experience?
▰ It is based on the student’s own vocabulary.
▰ It involves the student and gives them a sense of ownership of the material.
▰ It provides instant reading material for beginner readers. 
▰ It can provide a bank of essential sight words.
▰ It can encourage writing activities.
How do you generate the text?
▰ Use open-ended questions to generate discussion with your student.
▰ Write down verbatim a few sentences which have been dictated by the student.  
▰ Do not change grammar or syntax, but clarify with the student that you have
written down what they intended to say. 
5. Cloze Procedure
Cloze procedure is a method which encourages learners to develop and rely upon
their own ability to predict meaning in what they are reading, through the use of context
clues and their own previous knowledge.
The Cloze method can be used for a number of different purposes:
▰ To assess comprehension. Using Cloze procedure gives a good idea of the
reader’s potential for understanding a passage. Cloze can test:
  - word recognition
- the use of semantic and syntactical information to predict
  - ability to seek meaning outside the context of the immediate sentence
▰ To develop prediction skills for reading. It is best to eliminate words central to the
meaning of the passage, so that an appropriate word should spring easily to
mind.
▰ To emphasize grammatical points. In this case it is best to leave out only those
words that are the same part of speech (e.g. adjectives, adverbs, prepositions
etc.).
▰ To highlight spelling patterns. As with grammatical points, you can eliminate
words that begin or end with the same letter combinations, vowel sounds or
rhyming patterns.
6. Whole Language Approach
According to Goodman, the whole language concept uses students' language and
experiences to increase their reading ability. Reading is taught in a meaningful context
in an integrated approach around themes and units.
Also known as balanced literacy, the whole language approach is an educational
philosophy that teaches children to read by using strategies that show how language is
a system of parts that work together to create meaning. While it may sound as if the
whole language method discounts phonics as a way to teach reading, the use of
phonemic awareness (or sub-lexical reading) is one of the components of the approach.
The whole language philosophy also teaches students to recognize core words as a
single word instead of having them sound out all words phonetically. In a nutshell, this
approach uses literature as a teaching tool and aims to integrate literacy within all parts
of the curriculum (including science, math and social studies). In addition, the whole
language approach encourages students to use reading and writing for everyday
purposes, such as making a list or leaving a note, rather than just to decode words and
text.
7. Basal Reading Approach
According to Goodman, the whole language concept uses students' language and
experiences to increase their reading ability. Reading is taught in a meaningful context
in an integrated approach around themes and units.
Advantages
With an increasing emphasis on academic standards, basal readers give teachers a
curriculum that is organized. Teachers have the tools they need to assess student
learning and guidance to expand each lesson. The freedom to adjust lessons to meet
students' abilities and individual needs is an advantage of the basal reading program.
Books are arranged in ascending difficulty and reading skills are gradually introduced.
Students are introduced to a plethora of literary genres, and the structure of basal
reading programs is reassuring to administrators who know that important reading skills
are being taught.

Disadvantages
The basal reading method is intended for groups of readers. A structure like this
does not provide a variety of teaching methods for different types of learners. The
approach can make it difficult to teach gifted, talented, advanced students and students
with learning disabilities. Because the program is progressive, students who have less
language understanding at the beginning of the program could start at a disadvantage.
Basal readers may be too rigid and not engaging enough for students because they do
not match children's interests.
8. Literature-Based Reading Approach
In this approach, good children's literature and trade books are leveled according to
specific criteria according to reading stages or by grade level. This approach was
developed to allow students to read literature and be motivated to read. Some of the
typical components include reading by the teacher to the class; student oral reading,
shared reading and sustained silent reading.
Literature-based reading instruction involves teaching reading through exposure to
literature. In other words, students learn how to analyze texts by reading and analyzing
texts. The focus of literature-based instruction is to help children develop literacy skills
through having real-life literary experiences. This is in stark contrast to programs that
teach reading by talking about grammar rules and showing student’s one word or
sentence at a time. In literature-based instruction, everything is instead based in literary
texts.
9. Individualized Reading Approach
Students select their own reading materials and progress at their own rate. The
teacher meets frequently with each student, listening to oral reading and
comprehension progress. The teacher's role is to diagnose and prescribe. This method
is difficult for students with learning problems since it involves self-learning and lacks a
systematic check of developmental reading skills.
Advantages and Disadvantages of Individualized Reading
The following advantages of individualized reading are discussed: (1) a wide and
varied selection of good children's literature may be used; (2) instruction may be
adjusted to the child's interests, rate, skill needs, and optimal mode of perceptual
learning; (3) best use of learning time is possible while all children are meaningfully
engaged; (4) the individual conference provides personal interaction which has special
a"peal for many children; and (5) children seem to develop more favorable attitudes, so
they usually read more books.
The disadvantages of individualized reading include: (1) a large number of books is
required; (2) some children have difficulty in self-selection; (3) there is no opportunity for
readiness; (4) vocabulary, concepts, and skills are not systematically presented or
repeated; (5) the teacher must be highly competent in identifying reading skills and in
managing time; (6) some children require more definite structure and experience in
group interaction; and (7) there is a danger that children will not read enough different
types of books to broaden their literary interests.