Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
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.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
Theories in reading instruction
TOP-DOWN READING MODEL
Emphasizes what the reader brings to the text
Says reading is driven by meaning
Proceeds from whole to part
Views from some researchers
1. Frank Smith – Reading is not decoding written language to spoken language
2. reading is a matter of bringing meaning to print
FEATURES OF TOP-DOWN APPROACH
Readers can comprehend a selection even though they do not recognize each word.
Readers should use meaning and grammatical cues to identify unrecognized words.
Reading for meaning is the primary objective of reading, rather than mastery of letters, letters/sound relationships and words.
FEATURES OF TOP-DOWN APPROACH
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.
BOTTOM UP
Emphasizes a single direction
Emphasizes the written or printed texts
Part to whole model
Reading is driven by a process that results in meaning
PROPONENTS OF THE BOTTOM UP
Flesch 1955
Gough 1985
FEATURES OF BOTTOM-UP
Believes the reader needs to:
Identify letter features
Link these features to recognize letters
Combine letter to recognize spelling patterns
Link spelling patterns to recognize words
Proceed to sentence, paragraph, and text- level processing
INTERACTIVE READING MODEL
It recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
Reading as an active process that depends on reader characteristics, the text, and the reading situation (Rumelhart, 1985)
Attempts to combine the valid insights of bottom-up and top-down models.
PROPONENTS OF THE INTERACTIVE READING MODEL
Rumelhart, D. 1985
Barr, Sadow, and Blachowicz 1990
Ruddell and Speaker 1985
1. Make an artistic, colorful and creative visual expression of your insights or feelings about the influence of the home and school to the learner. Then write a few statements on the space below about your visual art.
2. Make a reflection acrostic about the home school community link.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
Fs 1 episode 2 learner's characteristics and needsNoel Parohinog
This is the Episode 2 of FS 1. In this episode, you will gain competence in differentiating the characteristics and needs of learner's from different development levels,
Superman and Me Sherman Alexie I learned to read with .docxdeanmtaylor1545
Superman and Me
Sherman Alexie
I learned to read with a Superman comic book. Simple enough, I suppose. I
cannot recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state. We were poor by most standards, but one of my parents usually
managed to find some minimum-wage job or another, which made us middle-class by
reservation standards. I had a brother and three sisters. We lived on a combination of
irregular paychecks, hope, fear and government surplus food.
My father, who is one of the few Indians who went to Catholic school on purpose,
was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics,
basketball player biographies and anything else he could find. He bought his books by
the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he
had extra money, he bought new novels at supermarkets, convenience stores and
hospital gift shops. Our house was filled with books. They were stacked in crazy piles in
the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative
energy, my father built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate, the Vietnam War and
the entire 23-book series of the Apache westerns. My father loved books, and since I
loved my father with an aching devotion, I decided to love books as well.
I can remember picking up my father's books before I could read. The words
themselves were mostly foreign, but I still remember the exact moment when I first
understood, with a sudden clarity, the purpose of a paragraph. I didn't have the
vocabulary to say "paragraph," but I realized that a paragraph was a fence that held
words. The words inside a paragraph worked together for a common purpose. They had
some specific reason for being inside the same fence. This knowledge delighted me. I
began to think of everything in terms of paragraphs. Our reservation was a small
paragraph within the United States. My family's house was a paragraph, distinct from the
other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal
School to the west. Inside our house, each family member existed as a separate
paragraph but still had genetics and common experiences to link us. Now, using this
logic, I can see my changed family as an essay of seven paragraphs: mother, father,
older brother, the deceased sister, my younger twin sisters and our adopted little brother.
At the same time I was seeing the world in paragraphs, I also picked up that
Superman comic book. Each panel, complete with picture, dialogue and narrative was a
three-dimensional p.
1. Make an artistic, colorful and creative visual expression of your insights or feelings about the influence of the home and school to the learner. Then write a few statements on the space below about your visual art.
2. Make a reflection acrostic about the home school community link.
Topic: Verb - The action word
Reference: English For You and Me: Reading Language 2 by: Benita N. Miranda
Materials: power point presentation, speaker, worksheets
Value Focus: Cooperation
Fs 1 episode 2 learner's characteristics and needsNoel Parohinog
This is the Episode 2 of FS 1. In this episode, you will gain competence in differentiating the characteristics and needs of learner's from different development levels,
Superman and Me Sherman Alexie I learned to read with .docxdeanmtaylor1545
Superman and Me
Sherman Alexie
I learned to read with a Superman comic book. Simple enough, I suppose. I
cannot recall which particular Superman comic book I read, nor can I remember which
villain he fought in that issue. I cannot remember the plot, nor the means by which I
obtained the comic book. What I can remember is this: I was 3 years old, a Spokane
Indian boy living with his family on the Spokane Indian Reservation in eastern
Washington state. We were poor by most standards, but one of my parents usually
managed to find some minimum-wage job or another, which made us middle-class by
reservation standards. I had a brother and three sisters. We lived on a combination of
irregular paychecks, hope, fear and government surplus food.
My father, who is one of the few Indians who went to Catholic school on purpose,
was an avid reader of westerns, spy thrillers, murder mysteries, gangster epics,
basketball player biographies and anything else he could find. He bought his books by
the pound at Dutch's Pawn Shop, Goodwill, Salvation Army and Value Village. When he
had extra money, he bought new novels at supermarkets, convenience stores and
hospital gift shops. Our house was filled with books. They were stacked in crazy piles in
the bathroom, bedrooms and living room. In a fit of unemployment-inspired creative
energy, my father built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate, the Vietnam War and
the entire 23-book series of the Apache westerns. My father loved books, and since I
loved my father with an aching devotion, I decided to love books as well.
I can remember picking up my father's books before I could read. The words
themselves were mostly foreign, but I still remember the exact moment when I first
understood, with a sudden clarity, the purpose of a paragraph. I didn't have the
vocabulary to say "paragraph," but I realized that a paragraph was a fence that held
words. The words inside a paragraph worked together for a common purpose. They had
some specific reason for being inside the same fence. This knowledge delighted me. I
began to think of everything in terms of paragraphs. Our reservation was a small
paragraph within the United States. My family's house was a paragraph, distinct from the
other paragraphs of the LeBrets to the north, the Fords to our south and the Tribal
School to the west. Inside our house, each family member existed as a separate
paragraph but still had genetics and common experiences to link us. Now, using this
logic, I can see my changed family as an essay of seven paragraphs: mother, father,
older brother, the deceased sister, my younger twin sisters and our adopted little brother.
At the same time I was seeing the world in paragraphs, I also picked up that
Superman comic book. Each panel, complete with picture, dialogue and narrative was a
three-dimensional p.
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
Essay 1 Response Essay for Amy Tan’s Mother Tongue” cullenrjzsme
Essay 1: Response Essay
for Amy Tan’s “Mother Tongue”
Directions:
Write a response essay for “Mother Tongue” by Amy Tan (the essay is attached if you need it). The
specific writing topic is on the top of the next page.
Process:
We will be writing essay 1 in stages, and you will have feedback for each stage.
The Steps:
1. Write your Introduction rough draft (Week 2)
2. Write your Body paragraph rough draft (Week 3)
3. Conclusion rough draft (Week 3)
4. Write Draft 2 (Week 4)
5. Draft Workshop (on iLearn—Week 4)
6. Write Final Draft (Week 5)
Basic Guidelines:
• Follow the format we learned about in class (reproduced below)—where you have an
introductory paragraph, 2-4 well-developed body paragraphs, and a conclusion.
• Be sure to address all three parts of the Writing Topic.
• Minimum length: 2 full pages of writing
• Use MLA format for your essay.
Introduction
(approximately 2/3 of a page
in MLA style)
• Demonstrate your reading comprehension by providing a
thorough response to Q1 (the 1st question of the essay topic).
• Then, as the last sentence of the introduction, state your thesis
(answer Q2--the 2nd question of the essay topic).
Body paragraphs:
(Each body paragraph is
approximately 2/3 of a page
in MLA style)
• Support your thesis with 2-4 body paragraphs, each focused on
one clear main point/topic. Address the third part of the essay
topic (Q3).
• Use SPECIFIC examples from your experience, observations,
and/or other readings.
• Use the TEET model for each body paragraph (Topic sentence,
specific Example(s), Explanation of the topic's significance,
Thesis connection).
Conclusion:
(approximately 1/3 page in
MLA style)
• Remind the reader of your main ideas
• Help readers care about the topic.
Writing Topic
What are the “different Englishes” Tan discusses, and how does she view them? Do you
believe that having the ability to speak in “different Englishes” is an essential and/or enriching
ability? To support your position, be sure to use specific evidence taken from your own
experience, observations, or reading.
Amy Tan is an American writer whose novels examine family relationships, especially those of mothers and
daughters. She has written several bestselling novels, such as The Joy Luck Club and The Kitchen God’s Wife.
Tan has a BA and MA from San Jose State University.
Mother Tongue
by Amy Tan
I am not a scholar of English or literature. I cannot give you much more than personal
opinions on the English language and its variations in this country or others. I am a writer. And
by that definition, I am someone who has always loved language. I am fascinated by
language in daily life. I spend a great deal of my time thinking about the power of language—the
way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the
tool of my trade. And I use them all—all the Englishes I gr ...
5[Name of Institution]THE GOOD NEGRESSArgument P.docxtroutmanboris
5
[Name of Institution]
THE GOOD NEGRESS
Argument Paper
[Name of Student]
Course
Professor
February 23, 2019The Good Negress
Background
Penned down by the novelist Verdelle, the good negress is a story of a 12-year-old girl who strives to find her own identity in the presence of his stepfather and brothers. The story plots the life of an African American heroine, Denise, and her pursuit of finding her own identity and chasing a ‘better’ life. The girl is left, by her divorced mother, with the grandma while her two brothers stayed with the mother. Due to Denise’s life with her grandma, she becomes mature enough to act above her age. As the writer states ‘a 75 year old mentality in a head that is only 12’. She is called on by her mother after five years to assist her expecting mother. Though the girl feels upset in her heart of being left when she lost her father and now being called only to help her and babysit the child. However, during her life with her mother, two grown-up brothers and stepfather she experiences numerous challenges and sets on to find her own identity.
Missus Pearson
In her pursuit of a better life, the role of Missus Pearson cannot be left unmarked. Missus Pearson is the teacher of Denise. When the subject moves to her mother, she joins the school where she meets her teacher Missus Pearson. She notices the matters going on with Denise and comes to know about why Denise was here and also about her family life. It was Misses Pearson who named her ‘the good negress’. The teacher made efforts to bring betterment to the young girl’s life and tried under her teacher wings to provide her the necessary lessons she needed to learn and assist her to keep the light in her heart and not diminish her own identity in serving her family.
Missus Pearson and Denise:
Missus Pearson makes her appearance when Denise attends the school in Detroit. She is her teacher who assists her learn English. The honest efforts in teaching Denise English were reflected in the novel numerous times. Missus Pearson taught Denise to be independent. Although, the lesson that miss Pearson delivered focused on the education, they sprang beyond the classroom time too. One example from the writing is when Denise decides to write to her grandmother regarding Detroit life and Miss Pearson. This was the first time ever she did anything without pondering much over her family. This depicted she started being independent and the lessons of Miss Pearson were actually having an impact on Denise’s day to day activities. Another scenario from the story that marks the same lesson she learned was when Miss Pearson suggested Denise to use the dictionary when asked about a word. Miss Pearson’s reply roots confidence in the young girl to be able to find anything she wants to learn. Through such cases, the author has depicted an honest and devoted nature of the teacher who assists and groom her pupil even outside the premises of the school.
The tremen.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
19. Scoring Reader’s Responses Criteria 4 3 2 1 0 Letter Writing Format Written in letter format with date, salutation, body and closing Written in letter format and missing either date, salutation or closing Written in letter format and missing two parts: either date, salutation or closing Written in letter format with body and missing three parts of letter: date, closing and salutation Did not write in letter format and has no parts of the letter Color Coded Letter parts For organization. Correctly used all colors in the letter response. Correctly used three colors in letter response. Correctly used two colors in the letter response. Correctly used one color in the letter response. Used no colors in the letter response. Red Section: Introduction Students wrote an introduction sentence including the Title in all caps and underlined and the author of book with correct convention marks. Student wrote an introduction sentence including title, but missing either all capitals or underlining of title and included author with proper conventions. Student wrote an introduction sentence including title with no author. With proper conventions. Student wrote an introduction sentence without title and author of book. No introduction written. Letter Green Section: Body book response Student wrote four to five (4–5) sentences and stayed on topic of choice. Student wrote three (3) sentences and stayed on topic of choice Student wrote two to three (2-3) sentences and topic loses some focus. Student wrote one to two sentences and topic is not focused. Student wrote one sentence and topic is not focused or wrote nothing. Letter Blue Section: Connection Conclusion Student wrote four to five (4-5) sentences and connection to book is evident and focused. Minimal convention errors. Student wrote three (3) sentences and connection to book is evident and focused. Minimal convention errors. Student wrote two – three (2-3) sentences but connection to book is evident but lacks focus. Some convention errors. Student wrote one to two (1-2) sentences but connection to book is not clear or focused. Many convention errors. No connection to book is evident and has many convention errors.
![What is a Reader’s Response Journal? ,[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)