BOTTOM-UP THEORY AND PHONICS INSTRUCTION: IMPLICATIONS FOR BEGINNING READING

Eugenia Ada Amadi

Abstract


This paper discusses the relationship of bottom-up theory to phonics instruction. It views reading as a learning tool that facilitates learning in other areas of study. Hence, it highlights the link between bottom up theory and phonics-based instruction as well as their relevance to beginning reading. The paper discusses bottom-up theory in relation to phonics reading instruction. Phonics is seen as a method that is based on the framework laid out in the bottom-up theory. The application of phonics to classroom instruction was also discussed. The paper concludes that phonics seems to be effective for beginning reading instruction. It suggests that teachers who use the method should monitor the progress of their students to know the ripe time to introduce other methods of teaching reading for effective reading instruction. It finally recommends that teachers should be trained on the proper use of phonics for effective reading instruction.

 

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phonics, bottom-up theory, early reading, reading instruction, analytic phonics, synthetic phonics

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References


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