(Developmental Reading) Theoretical Models Early literacy

1. Theoretical Models of Early
Literacy Development

2. •Bottom- up
•Top- down
•Interactive

3. Bottom- up
Print Awarenss
Pre-readers must understand that the shapes and
lines on a page represent letters and when put
together, represent different words.
Once students learn that print is read from left to
right and top to bottom and that there are spaces
between words, they can begin to understand that
words in print convey meaning

4. Bottom- up
Letters and Phonics
Bottom-up teaching strategies help students learn letter
recognition while developing print awareness. As they begin
to recognize and identify letters, teachers begin developing
students' phonetic awareness.
Students then learn to pronounce common letter
combinations, such as “th” or “st.”

6. Bottom- up
Decoding and Practice
Students begin decoding by sounding out each letter or letter
combination in a word
 As they learn to read several simple words, students practice
reading simple stories. They learn to sound out increasingly
difficult material by sounding out letters in a word, one word
at a time
 Though the decoding process can be slow at first, readers
begin to automatically recognize some words. Over time, they
are able to sound out new words more quickly.

7. Bottom- up
Reading Fluency
Reading fluently is the final step of bottom-up reading
theories. Beginning readers might not understand much of
what they are reading as they concentrate on decoding and
pronouncing each word
 Once they are able to recognize words quickly, they begin to
not only read text but improve comprehension, Fluency
develops and improves over time, with practice and
repetition

8. Top-down

9. The top-down model looks at the
reader’s knowledge base and his or her
ability to make predictions using this
base. The reader has the use of the
printed text only to confirm and/or
generate new hypotheses.
(Lipson & Wixson, 1991).

10. TOP-DOWN
reading process is a reverse of the
bottom-up model
Readers use their background knowledge
to make predictions as they read the text

11. PURPOSES OF TOP-DOWN
 encourages students to focus more on
understanding the main ideas of a passage than
understanding every word
 if students do not understand each word, they are
likely to grasp the meaning of a text as a whole
 encourages students to rely on their own
knowledge and use context clues to understand
new concepts or words

12.  allows students choose books to read based on their own
interests
 New readers will begin to understand new vocabulary and
increase reading fluency as they read engaging and interesting
books
 Teachers will encourage readers to develop speaking and
listening skills by reading aloud to the class or to a smaller
group of students
(http://everydaylife.globalpost.com/topdown-reading-model-theory-13028.html)

13. TOP-DOWN THEORIES IN THE
READING PROCESS
 Learning how to read stories, sentences, or phrases is
assumed to lead to a perception of the parts and their
relationship to the whole text and meaning.
 Repeated readings of authentic books of interest with help or
independently are assumed to lead to an ability to read
fluently with comprehension.

16. FEATURES OF TOP-DOWN APPROACH
 Reading for meaning is the primary objective of reading, rather
than mastery of letters, letters/sound relationships and words.
 Reading requires the use of meaning activities than the
mastery of series of word- recognition skills.
 The primary focus of instruction should be the reading of
sentences, paragraphs, and whole selections
 The most important aspect about reading is the amount and
kind of information gained through reading.

17. TOP-DOWN EXERCISES
 Schema Activation - by building background
knowledge, we can increase students'
understanding of texts.
 Cultural and experiential knowledge gaps can create the
impression of a language barrier, when it is simply that
the student lacks the appropriate schema.

18. Interactive

19. Interactive
• Unlike other theories, the interactive reading theory addresses,
more than just the text being used. It focuses on the reader’s
interactions with the text, and the three elements in the reading
process.
• First the author’s purpose for writing the text is identified prior to
reading and during the process of reading the text.
• Second, the theory addresses the actual text itself and how the
author uses the text to talk to the reader.
• Finally, the theory looks at how the reader constructs meaning
from the text and makes connections to what they already know

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