Models of rdg-LET Review
- 2. Ω Emphasizes the READER, with his/her background knowledge or previous experiences Ω Emphasizes COMPREHENSION Ω Holistic and literature-based instruction
- 3. Ω Emphasizes material being read (text) Ω Emphasizes DECODING Ω Skills-oriented instruction
- 4. Ω Emphasizes both READER and TEXT Ω Emphasizes both COMPREHENSION and DECODING Ω Balanced instruction
- 5. TOP-DOWN MODEL INTERACTIVE MODEL BOTTOM-UP MODEL Concept-driven; relies on the reader’s previous experiences Both CONTEXT- and TEXT-driven TEXT-driven Emphasizes the READER Emphasizes both READER & TEXT Emphasizes the TEXT Emphasizes COMPREHENSION Emphasizes both COMPREHENSION & DECODING Emphasizes DECODING Instruction tends to be holistic, literature-based; flexible in grouping strategies Instruction tends to be balanced; allows for various forms of grouping Instruction tends to be skills-oriented; grouping by ability
- 6. With a partner, evaluate each of the 3 models, using the format below: READING MODEL STRONG POINTS WEAK POINTS TOP-DOWN BOTTOM-UP INTERACTIVE
- 8. • Readers can comprehend a selection evenReaders can comprehend a selection even though they do not recognize each wordthough they do not recognize each word • Readers should use meaning and grammaticalReaders should use meaning and grammatical cues to identify unrecognized wordscues to identify unrecognized words • Primary focus of instruction should be the readingPrimary focus of instruction should be the reading of sentences, paragraphs, and whole selectionsof sentences, paragraphs, and whole selections (from WHOLE to PART:(from WHOLE to PART: Deductive)Deductive)
- 9. Application: TOP DOWNApplication: TOP DOWN • Suggest reading materialsSuggest reading materials which you think are best for awhich you think are best for a reading class where the topreading class where the top down model is employed bydown model is employed by the teacherthe teacher
- 10. • Proceeds from PART to WHOLEProceeds from PART to WHOLE (Inductive), e.g. phoneme to syllable,(Inductive), e.g. phoneme to syllable, syllables to words, words tosyllables to words, words to sentences…sentences… • Combine letters to recognize spellingCombine letters to recognize spelling patternspatterns • Reading is driven by text, not theReading is driven by text, not the readerreader
- 11. Application: BOTTOM-Application: BOTTOM- UPUP • Cite specific examples ofCite specific examples of activities that a readingactivities that a reading teacher using the bottom-upteacher using the bottom-up model gives to her readingmodel gives to her reading classclass
- 12. • Suggests that the readerSuggests that the reader CONSTRUCTS meaning by theCONSTRUCTS meaning by the selective use of information from allselective use of information from all sources of meaningsources of meaning • Recognizes the interaction of bottom-Recognizes the interaction of bottom- up and top down processup and top down process simultaneously throughout the readingsimultaneously throughout the reading processprocess
- 13. Application:Application: INTERACTIVEINTERACTIVE • Illustrate through a diagramIllustrate through a diagram how the reader and the texthow the reader and the text interact in the readinginteract in the reading process. Label your diagram.process. Label your diagram.
- 14. Learning Log No. 2 • Date • Concept: Reading Models • Insights What reading model do you think will work best with Filipino students? Why?