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Ω Emphasizes the READER, with his/her background knowledge or previous experiences
Ω Emphasizes COMPREHENSIONΩ Holistic and literature-based
instruction
Ω Emphasizes the READER, with his/her background knowledge or previous experiences
Ω Emphasizes COMPREHENSIONΩ Holistic and literature-based
instruction
Ω Emphasizes material being read (text)
Ω Emphasizes DECODINGΩ Skills-oriented instruction
Ω Emphasizes material being read (text)
Ω Emphasizes DECODINGΩ Skills-oriented instruction
Ω Emphasizes both READER and TEXT
Ω Emphasizes both COMPREHENSION and DECODING
Ω Balanced instruction
Ω Emphasizes both READER and TEXT
Ω Emphasizes both COMPREHENSION and DECODING
Ω Balanced instruction
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
With a partner, evaluate each of the 3 models, using the format below:With a partner, evaluate each of the 3 models, using the format below:
READING MODEL STRONG POINTS WEAK POINTS
TOP-DOWN
BOTTOM-UP
INTERACTIVE
• Readers can comprehend a selection Readers can comprehend a selection even though they do not recognize each even though they do not recognize each wordword
• Readers should use meaning and Readers should use meaning and grammatical cues to identify grammatical cues to identify unrecognized wordsunrecognized words
• Primary focus of instruction should be the Primary focus of instruction should be the reading of sentences, paragraphs, and reading of sentences, paragraphs, and whole selections (from WHOLE to PART: whole selections (from WHOLE to PART:
Deductive)Deductive)
• Readers can comprehend a selection Readers can comprehend a selection even though they do not recognize each even though they do not recognize each wordword
• Readers should use meaning and Readers should use meaning and grammatical cues to identify grammatical cues to identify unrecognized wordsunrecognized words
• Primary focus of instruction should be the Primary focus of instruction should be the reading of sentences, paragraphs, and reading of sentences, paragraphs, and whole selections (from WHOLE to PART: whole selections (from WHOLE to PART:
Deductive)Deductive)
Application: TOP DOWNApplication: TOP DOWNApplication: TOP DOWNApplication: TOP DOWN
•Suggest reading Suggest reading materials which you materials which you think are best for a think are best for a reading class where the reading class where the top down model is top down model is employed by the teacheremployed by the teacher
•Suggest reading Suggest reading materials which you materials which you think are best for a think are best for a reading class where the reading class where the top down model is top down model is employed by the teacheremployed by the teacher
• Proceeds from PART to WHOLE Proceeds from PART to WHOLE (Inductive), e.g. phoneme to (Inductive), e.g. phoneme to syllable, syllables to words, words syllable, syllables to words, words to sentences…to sentences…
• Combine letters to recognize Combine letters to recognize spelling patternsspelling patterns
• Reading is driven by text, not the Reading is driven by text, not the readerreader
• Proceeds from PART to WHOLE Proceeds from PART to WHOLE (Inductive), e.g. phoneme to (Inductive), e.g. phoneme to syllable, syllables to words, words syllable, syllables to words, words to sentences…to sentences…
• Combine letters to recognize Combine letters to recognize spelling patternsspelling patterns
• Reading is driven by text, not the Reading is driven by text, not the readerreader
Application: BOTTOM-Application: BOTTOM-UPUP
Application: BOTTOM-Application: BOTTOM-UPUP
•Cite specific examples of Cite specific examples of activities that a reading activities that a reading teacher using the teacher using the bottom-up model gives bottom-up model gives to her reading classto her reading class
•Cite specific examples of Cite specific examples of activities that a reading activities that a reading teacher using the teacher using the bottom-up model gives bottom-up model gives to her reading classto her reading class
• Suggests that the reader Suggests that the reader CONSTRUCTS meaning by the CONSTRUCTS meaning by the selective use of information from selective use of information from all sources of meaningall sources of meaning
• Recognizes the interaction of Recognizes the interaction of bottom-up and top down process bottom-up and top down process simultaneously throughout the simultaneously throughout the reading processreading process
• Suggests that the reader Suggests that the reader CONSTRUCTS meaning by the CONSTRUCTS meaning by the selective use of information from selective use of information from all sources of meaningall sources of meaning
• Recognizes the interaction of Recognizes the interaction of bottom-up and top down process bottom-up and top down process simultaneously throughout the simultaneously throughout the reading processreading process
Application: Application: INTERACTIVEINTERACTIVEApplication: Application: INTERACTIVEINTERACTIVE
• Illustrate through a Illustrate through a diagram how the reader diagram how the reader and the text interact in and the text interact in the reading process. the reading process. Label your diagram.Label your diagram.
• Illustrate through a Illustrate through a diagram how the reader diagram how the reader and the text interact in and the text interact in the reading process. the reading process. Label your diagram.Label your diagram.
Learning Log No. 2Learning Log No. 2
• Date• Concept: Reading Models• Insights What reading model do
you think will work best with Filipino students? Why?
• Date• Concept: Reading Models• Insights What reading model do
you think will work best with Filipino students? Why?
