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![Page 1: Holding in the Bottom While Sustaining the Top: A Balanced Approach for L2 Reading Instruction Neil J Anderson Brigham Young University Provo, Utah.](https://reader036.fdocuments.net/reader036/viewer/2022062404/551a41b8550346cb358b566b/html5/thumbnails/1.jpg)
Holding in the Bottom
While Sustaining the Top:
A Balanced Approach for
L2 Reading Instruction
Neil J AndersonBrigham Young University
Provo, Utah
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Holding in the BottomWhile Sustaining the Top: A Balanced Approach forL2 Reading Instruction
![Page 3: Holding in the Bottom While Sustaining the Top: A Balanced Approach for L2 Reading Instruction Neil J Anderson Brigham Young University Provo, Utah.](https://reader036.fdocuments.net/reader036/viewer/2022062404/551a41b8550346cb358b566b/html5/thumbnails/3.jpg)
INTERACTIVE READING INSTRUCTION
Eskey (1988) pointed out 25 years ago that second language reading instruction “exhibit[ed] a strongly top-down bias” (p. 95) and thus as second language reading specialists, we needed to do a better job of helping L2 readers “hold in the bottom” by including systematic decoding instruction as part of a second language reading curriculum as well as instruction on how to effectively use top-down strategies.
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Top-down reading instruction
Comprehension
Reading begins with reader background knowledge of people, places, events, and activities
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Bottom-up reading instruction
Comprehension
Knowledge of individual sounds, letters, and words
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Interactive reading instruction
Knowledge of individual sounds, letters, and words
Reader background knowledge
Comprehension
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Processing Strategies Knowledge Base
Cognitive Processing Strategies
InferencingPredicting
Problem-solvingConstructing meaning
Birch (2007) Hypothetical Model of theReading Process (p. 3)
TEXTLanguage Processing
Strategies
Chunking into phrasesAccessing word meaning
Word identificationLetter recognition
World Knowledge
PeoplePlacesEvents
Activities
Language Knowledge
SentencesPhrasesWordsLettersSounds
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In this model of the reading process, the processing strategies work together in parallel, that is, at the same time, with access to the knowledge base to permit the reader to construct ideas and meaning from the printed text. When someone is reading, they need both the information flowing upward from the bottom to the top and the information flowing downward from the top to the bottom in order to understand the meaning successfully. (Birch, 2007, p. 4)
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Cognitive Processing Strategies
World Knowledge Base
Language Processing Strategies
Knowledge Base for Language
Syntactic Processing Strategies
Lexical Processing Strategies
Orthographic Processing Strategies
Phonological Processing Strategies
Birch (2007) Hypothetical Model of theBottom of the Reading Processor (p. 6)
TEXT
Phrases andsentences
Words and word meaning
Letters
Sounds
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In practical terms, my concern is thus to keep the language in the teaching of second language reading. That may not sound very controversial, but I think that in promoting higher-level strategies—like predicting from context or the use of schemata and other kinds of background knowledge—some researchers have been sending a message to teachers that the teaching of reading to second langauge readers is mostly just a matter of providing them with the right background knowledge for any texts they must read, and encouraging them to make full use of that knowledge in decoding those texts. Though that is certainly important, it is also, I think, potentially misleading as a total approach. . . . We must not, I believe, lose sight of the fact that language is a major problem in second language reading, and that even educated guessing at meaning is not a substitute for accurate decoding. (Eskey, 1988, p. 97)
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The Goal:Comprehensio
n
Inte
nsiv
e R
ead
ing
In
str
ucti
onVocabulary
Instruction
StrategicReading
ReadingFluency
PhonologicalInstruction
Exte
nsiv
e R
ead
ing
In
stru
ctio
n
NarrativeTexts
ExpositoryTexts
A model for a balanced reading curriculum (Anderson, 2014, p. 179)
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I always win! (Waring, R., & Jamall, M. [2006]. Boston, MA: Thomson ELT)
Narrative text
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I always win! (Waring, R., & Jamall, M. [2006]. Boston, MA: Thomson ELT)
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winx
*
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cupx
*
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fastx
**
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linex x
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racex x
s
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rememberx x x
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Rapid Word Recognition
1. friend | friends find friendly fine friend 2. ready | really read readily ready reads3. remember | remembered remember remembers
remembering
4. win | won when whine win wins5. cup | cup cap cop cups caps6. finish | finishes finishing fish finished
finish7. gate | game gate gates gain gator8. fast |feast fist faster fast fastest9. race | race races raze raced razed10.line | land lines lime lane line
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Comprehension Check
How well do you know the words 1-10 from this rapid word recognition activity? To the left of the number on the worksheet, write one of the four numbers to indicate how well you know each word.0 = I do not know this word.1 = I think I have seen this word before, but I do
not know what it means.2 = I have seen this word before and I think I
know the definition, but I’m not sure.3 = I know the definition of this word.
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Activation of Background Knowledge
• What sports do you like?• What do you know
about bike racing?
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Activation of Background Knowledge
• Do you remember when we read, I Always Win!What happened in that story?
• What famous bike race do you know?
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Tour de France. (2013). (Reading Horizons, Reading Library, Book 1. North Salt Lake, UT: Reading
Horizons)
Expository text
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Tour de France. (2013). (Reading Horizons, Reading Library, Book 1. North Salt Lake, UT: Reading
Horizons)
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