This chapter discusses strategies for teaching non-native readers to become interactive readers who can effectively use both top-down and bottom-up processing modes. It suggests two groups of strategies: 1) those that teach bottom-up processing to improve language decoding skills like grammar and vocabulary, and 2) those that teach top-down processing to make use of context clues. While these strategies have theoretical and empirical support, more classroom-based research is needed on how they can be best applied across different proficiency levels and pedagogical settings.

1. INTERACTIVE TEXT PROCESSING: IMPLICATIONS FOR ESL/SECOND LANGUAGE READING<br />This chapter proposes teaching a number of comprehension strategies designed to help nonnative readers to become interactive readers. It is classify into two groups. <br />Designed to teach the Ss to make effective use to the bottom – up processing mode<br />Designed to teach Ss to make effective use of the top-down processing mode <br />This distinction is primarily for ease of presenting and discussing these strategies, for to some extent the strategies discussed from the perspective of one processing mode also have an effect on the other processing mode, and on the general metacognitive awareness by second language reader that effective reading calls for an efficient interaction of both processing modes.<br />Implications for second language reading classrooms<br />These suggestions are based on both theorical and experimental , empirical research , and there they have been tested in classrooms , they have not been subjected to classroom based , pedagogical research , and where they have been tested in in classrooms , they have not tested in wide varieties of pedagogical settings<br />A class of adults literate in their native language is generally assumed , although most suggestions would also be applicable or adaptable to classes for children or for adults illiterate in their native language<br /> Are potential differences in how these suggestions might apply at different levels of profiency in the second language <br />These suggestions are offered from the perspective of the schema - theoretic view of reading , insofar as schema theory is compatible with a general psycholinguistic model of reading , some mar also be implied by other aspects of the psycholinguistic approach.<br />Some suggestions are compatible with any reader – centered, communicative approach to reading, they may already be happening in second language reading classrooms.<br />Bottom – up processing<br />The second language reading as a rather passive linguistic decoding process , to more contemporary views of second language as an active , predictive process , the field today is strongly influenced by top – down processing perspectives.<br />To emphasize that efficient and effective second language reading requires both top-down and bottom-up strategies operating interactively.<br />Two areas of pedagogy that can assist second language readers to improve their bottom-up, language-decoding skills, that is , to “hold in the bottom” : grammatical skills and vocabulary development.<br />GRAMMATICAL SKILLS<br />Several studies have shown the important role played by grammatical knowledge in native and nonnative reading. <br />Chapman (1979) found a relationship between reading ability and ability to complete anaphoric relations in a cloze test, and he concluded that the mastery of such textual features including cohesive ties <br />Halliday and Hasan (1976) is a central factor influent reading and reading comprehension <br />Cohen and his colleagues (1979) found that foreign readers of English texts in the sciences and economics often did not pick up on conjunctive words in their specialized . Dohen argued that nonnative readers read more locally than do native speakers and, because they don´t attend to conjunctive ties , they have trouble synthesizing information across sentences and paragraphs.<br />Mackay (1979) Cowan (1976) have similarly argued that the recognition of conjunctions and other inersentetial linguistic devices is crucial to the information – gathering skills of second language readers. Thus, “holding in the bottom”, enhancing second language readers” bottom-up decoding skills, should include classroom instruction on the cohesive devices of English.<br />Williams (1983) has not only discusses the importance of recognizing cohesive ties in reading in a foreign language , dut has suggested teaching materials and methods to foreign language . he proposes a system of symbols and textual markings that teach foreign readers hoe to use cohesive signals in order to increase their reading comprehension .<br />Chapman (1983) has published an entire an entire book on the teaching of teaching of cohesion and its relationship to reading development <br />Connor (1984) has studied both cohesion and coherence in advanced ESL learners writing and discovered that although advanced EST writers.<br />