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Bottom-up Views of Reading and Reading Development (Just & Carpenter…
Bottom-up Views of Reading and Reading Development
Meaning
Reading is initiated at the "bottom" level of text structure from discrete visual units i.e graphemes, morphemes and words.
The reader works her way "upward" to larger level units such as phrases, sentences, paragraphs and chunks of written discourse.
Analyzable as a mechanical process of converting symbol to sound to meaning.
Gough (1972)
Read letter by letter from left to right.
Readers recognize symbols then convert into phonemic equivalents.
Contents of the character register (alphabet) transposed into abstract phonemic representation.
Phonemic representation enables readers to search the mental lexicon, word recognition, comprehend words and sentences.
Focuses more on sentences rather than propositions or text and untestable processing mechanism.
La Berge and Samuels (1974)
involves perceiving print information
readers associate the visual representation in automatic processing print
distinguished 4 interdependent memory resources (visual, phonological, semantic & episodic)
explains reading development in terms of freeing up cognitive resources
allowed activation of background knowledge (schematic)
viewed text as consisting of strings of individual words
do not satisfactory account of meaning
perception is the highest priority & meaning secondary
neglects other vital functions, knowledge resources, motivation, attitudes & purpose
Just & Carpenter (1980,1987)
text as the most essential component of reading comprehension
cohesion
: surface-level forms in a text that explicitly signal relationships among phrases & sentences (e.g although, because)
cohesive feature marks the syntactic & semantic connections among words, phrases, & clauses
coherence
: underlying, macro-level connections among propositions across a text
coherence established by textual organization & how harmoniously structure match with reader's background knowledge & expectations
stressed reading comprehension is non-linear
readers actively select passages for processing
what the reader has already read influences what she will read next and how she will interpret it
meanings reader constructs from latter passages inform interpretations and re-interpretations of earlier passages
does not assume the need for phonological encoding @ decoding
Sperber & Wilson (1986)
Traditional Encoding / Decoding Framework
MESSAGE ➡ ENCODER ➡ CHANNEL ➡ DECODER ➡ MESSAGE
Phonics
Insist on conversion (encoding) of graphemic sequences into a phonological (vocal) form.
Extreme bottom-up model is phonics.
Cultivates phoneme-grapheme relationships.
Analytic phonics begins by teaching the children some words, helps them to analyze the words and learn phonic rules.
The teacher introduces a letter-sound correspondence in context then drill-like exercises.
Synthetic phonics teaches graphemes and letter clusters.
How to form letter combinations to construct words.
Exercises lead learners through a process of blending sounds to form words in isolation.
L2
educators rejected bottom-up principles because it over-emphasize on discrete units (i.e graphemes, phonemes, syllables and words) rather than a systematic focus.
L1
readers agree that phonic-based instruction should be the main focus.