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    HLLT 021 Slides

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    The document discusses different theories and models of the reading process, including the simple view of reading which states that reading comprehension relies on decoding skills and language comprehension. It also examines the bottom-up and top-down models of reading and how they focus on decoding words versus using prior knowledge. The purpose of reading, components of reading, techniques, and applying reading theories in the classroom are also covered.

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    HLLT 021 Slides

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    mashabalerato26
    29 views20 pages
    The document discusses different theories and models of the reading process, including the simple view of reading which states that reading comprehension relies on decoding skills and language comprehension. It also examines the bottom-up and top-down models of reading and how they focus on decoding words versus using prior knowledge. The purpose of reading, components of reading, techniques, and applying reading theories in the classroom are also covered.

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    hllt 021 slides

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    The document discusses different theories and models of the reading process, including the simple view of reading which states that reading comprehension relies on decoding skills and language comprehension. It also examines the bottom-up and top-down models of reading and how they focus on decoding words versus using prior knowledge. The purpose of reading, components of reading, techniques, and applying reading theories in the classroom are also covered.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    29 views20 pages

    HLLT 021 Slides

    Uploaded by

    mashabalerato26
    The document discusses different theories and models of the reading process, including the simple view of reading which states that reading comprehension relies on decoding skills and language comprehension. It also examines the bottom-up and top-down models of reading and how they focus on decoding words versus using prior knowledge. The purpose of reading, components of reading, techniques, and applying reading theories in the classroom are also covered.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 20

    HLLT021

    READING
    The purpose of reading is to connect the ideas on the page to what you
    already know. Also can help one to adopt a style of reading.
    Reasons for reading

    • Reading is good for one because it improves your focus, memory, empathy and
    communication.
    • Reading reduces stress and improves your mental health.
    • Reading also allows you to learn new things to help you succeed in your work and
    relations.
    • People usually read to develop a detail and critical understanding.
    • People read to locate specific information.
    • Provide or gain information.
    • Read for fun or enjoyment
    • Improves your vocabulary
    • Reading helps one to make friends
    Disadvantages of reading
    • Consume time.
    • Weaken your eyesight
    • Require will power
    • Makes you unhealthy
    • Cause confusion
    • Some books are part of propaganda
    Components of reading
    1. Phonemic awareness
    2. Phonics
    3. Fluency
    4.vocabulary
    5. Reading comprehension

    NB. LOOK AT THE DEFINITION AND THE IMPACT PF EACH COMPONENT


    IN READING.
    The simple view of reading theory

    • This is a scientific theory about reading comprehension


    • It is a scientific theory that students’ ability to understand written
    words on how well they sound out (decode) the words and
    understand the meaning of those words.
    • The simple view of reading is a theory that attempts to define the
    skills that contribute to early reading comprehension.
    • According to the original theory of the simple view of reading (Gough
    & Tunmer,1986), an individual’s reading comprehension is the product
    of his/her decoding skill and language comprehension.
    Two basic components of simple view of reading

    • a. decoding (word recognition)


    • It is defined as efficient word recognition . The meaning of decoding
    expands to include fast and accurate reading of familiar and unfamiliar
    words in both lists and connected texts.
    • b. language comprehension
    • It is also known as listening comprehension or linguistic comprehension.
    The emphasis here is ability to derive meaning from spoken words when
    they are part of a sentence. eg a situation where students will listen to a
    passage read aloud then retells the passage combined with answering
    oral questions that were not addressed in the retell.
    The strength of simple view reading
    • The simple view formula demonstrate that a reading must have a
    strong decoding skills and strong language skills to achieve strong
    reading comprehension. For example, a student with excellent
    decoding skills and strong language comprehension in the subject
    area of the text will achieve a strong reading comprehension score.
    Weakness of the simple view of reading
    • It does not tell us how decoding and linguistic comprehension operate
    or how they develop
    • In testing predictions of the simple view, the field has been
    inconsistent in how the key constructs are defined
    • Students with weak comprehension may have difficulty recalling what
    they have read. i.e. they might get parts or some details , but may
    have difficulty remembering a book or story as a whole
    • Homework and schoolwork relying on their understanding of the text
    will be difficult
    • Students may also retell stories out of sequence or in no order
    Usefulness of the simple view of reading
    • According to this theory, in order to comprehend what they are
    reading, students need both decoding skills and oral language
    (listening) skills
    APPLICATION OF THIS THEORY IN
    CLASSROOMS
    • By applying the simple view of reading you assess your students’
    decoding and language comprehension skills.
    • You can also apply this theory in class by teaching phonemics
    awareness and phonics through systematic and explicit instructions,
    providing your students with the tools they need to sound out words
    and recognise them on the page.
    READING TECHNIQUES
    • Types of reading techniques include the following;
    • Skimming
    • Scanning
    • Intensive reading
    • Extensive reading

    • NB . To be discussed in the next session


    READING MODEL
    • Three types of reading model
    • Top-down model/approach
    • Bottom-up model/approach
    • Interactive model
    A critical overview models of reading
    comprehension
    • Three types of reading models
    • Top-down approach , bottom-up approach and the interactive
    approach
    Bottom-up model
    • This model focuses on direct instruction and the teaching of phonics
    to further reading growth.
    • It uses phonics as its core, believing readers first process and
    understand sounds in speech and move on to understanding letters,
    then words, then longer sentences.
    • This is a model that focusses on a single direction, part to whole
    processing of a text.

    • Refer to course outline for further details and reference.


    Strength of the bottom-up
    model
    . it treats developing reading skills as a sequential process. i.e. students
    must first learn the basics of phonics and how to decode words before
    more complex skills such as reading comprehension can be mastered.
    Weakness of this model
    This model fails to recognise that students utilise their expectations
    about the text based on their knowledge of language and how it works.
    It also fails to include previous experience and knowledge into
    processing top-down approach
    Top-down model
    • The focus in this model is whole language learning through the
    exploitation of literature. In other words the learners’ interest and the
    background knowledge are very important at this stage
    • It emphasizes what the reader brings to the text to arrive at a
    particular meaning.

    • Refer to course outline for further insight


    The strength of top-down
    model
    . Reading can be learned by processing greater units of language focusing on the
    reader’s knowledge ( a reader integrate his/her knowledge into the reading)
    This approach provide students’ larger view of the subject, impress them with the
    bigger picture of the subject without focussing much on finer details of the topics.
    Weakness of the top down model
    • This model does not focus on phonics and decoding, but allows
    students’ opportunities to tread real books and make sense of them
    Revision questions
    1. Discuss the weaknesses and strength of the simple view of
    reading.
    2. Describe the five components of reading and give relevant
    examples of activities that can be used to develop each of the
    components of reading.
    3. What are the features of a good model of reading process?
    Discuss.
    4. Discuss how top down and the bottom-up approaches can
    complement each other in a reading lesson?

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