In the twentieth century, the reading theories based solely on the bottom-up method. Similarly to the traditional view of reading. Dole, et al (1991) declared that novice readers attain a group of hierarchically ordered sub-skills that chronologically develop toward comprehension proficiency. Once readers master the skills, they are viewed as prodigies who comprehend what they read. It is essential that these sub-skills of reading need to be identified before the teaching of reading resumes. Adams (1990), who recognizes that when children have grasped the language of reading, it becomes easier for them to acquire the other skills such as fluency and reading comprehension, also supports this notion.
Reading was viewed as a decoding process, where the reader reconstructs meaning from the smallest textual units (Carrell, 1988). Some skills that teachers can employ with this approach include the difference between sounds and letters, recognizing the order of words and “suprasegmental patterns” (Shrum and Glisan, 1994). Bottom-up reading activities tend to help learners improve their level of understanding of any text. One activity that teachers can do in the classroom to promote bottom-up processing is reading aloud to students. …show more content…
They consist of letters, which include the recognition and application of phonics skill that was stated earlier. The use of words, learners can guess the meaning of an unfamiliar word based on the context, when they listen to a Read Aloud. In addition, the identification of the grammatical function of a word in a sentence whether it is the subject, verb or adjective, for examples, ‘Reading is my favourite hobby’. The word ‘reading’ is placed on the subject of the sentence. ‘My favourite hobby is reading’. In this case, the word ‘reading’ functions as the verb in the