Reading in ELT: An Intro to Bottom-Up, Top-Down & Extensive Reading
1. Reading in ELT: An Introductory Workshop “ Reade not to contradict, nor to believe, but to waigh and consider.” Francis Bacon
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3. Phonic reading (bottom-up) A process of decoding linguistic symbols (Cambourne cited in Nunan, 1991: 63-5) Print Every Letter Discriminated Phonemes & Graphemes Matched Pronunciation Blending MEANING
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5. Top-down reading A process of meaning reconstruction (Cambourne cited in Nunan, 1991: 63-5) Past Experiences Language Intuitions Expectations Selective Aspects of Print Sound & Pronunciation If Necessary MEANING
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7. Schema theory & reading Schema theory suggests that the knowledge we carry around in our head is organized into interrelated patterns. These are constructed from our previous experience of the experiential world and guide us as we make sense of new experiences. They also enable us to make predictions about what we might expect to experience in a given context. ( Nunan 1991:68 ) Widdowson (1983) has reinterpreted schema theory from an applied linguistic perspective. He postulates two levels of language: a systemic level and a schematic level. The systemic level includes the phonological, morphological and syntactic elements of the language, while the schematic level relates to our background knowledge. ( Nunan 1991:68 )
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10. Reading as an interactive process Strategies Fluency The Reader The Text READING Components of Reading ( Anderson, 2003:68 )
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14. Extensive & intensive reading Extensive reading provides opportunities to practice reading strategies and develop different types of knowledge ( Adapted from Hedge 1985: 70 ) Transferring reading strategies effectively to the L2 e.g. previewing, guessing meaning from context Building schematic knowledge of various kinds e.g. sociocultural knowledge Building knowledge of the language e.g. vocabulary development Increasing awareness of textual environments e.g. how graphics are used in news articles Developing metacognitive strategies e.g. use of a dictionary, keeping a vocabulary book Increasing awareness of how texts are organized e.g. paragraph development, cohesion Elements to do with the reader Elements to do with the text Intensive Reading Lessons Programme
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