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.

 

Article visualizations:

Hit counter

DOI

Keywords


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

Full Text:

PDF

References


Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press

Amadi, E. A. (2011). Reading instruction in Nigerian primary schools in the current global economic realities. African Journal of Historical Sciences in Education. 7(2), 38-44.

Amadi, E. A. (2018). Effects of two phonics instructional methods on primary school pupils’ achievement and interest in Reading. (Unpublished doctoral dissertation). University of Nigeria Nsukka, Nsukka.

Alverman, D. E. Unrau, N. J. and Rudell, R. B. (2013). Models of reading and writing process in Alverman, D.E, Urau, N.J and Ruddell, R.B (eds). Theoretical Models and Processes of Reading 6th ed. International Reading Association

Bond, G. L. and Dykstra R. (1967). The cooperative Research program in first-grade reading instruction. Reading Research Quarterly. 2(4) 5-142.

Chall, J. S. (1996). Learning to Read: The Great Debate 3rd Edition. New York: Harcourt Brace College Publishers.

Ehiri, L. C., Nunes, S. R., Stahl, S. A. and Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panels Meta-analysis. Review of Educational Research. 71(30), 393-447.

Gough, P. B. (1972). One second of reading. In J. F. Kavanagh and I. G. Mattingley (eds) Language by Ear and by Eyes. Cambridge: MIT press

Hassan, F. (1999). Language, Reading, Discourse and Meta cognitive influences on the Reading Strategies of Malaysian secondary school children in L1 and L2.(Unpublished doctoral dissertation). The University of Manchester.

House of Commons Education and Skills Committee (2005). Teaching Children to read – Eight Report of Session 2004-05. London: The Stationary Office Limited.

Johnston, R. S., McGeown, S. and Watson, J. S. (2011). Long – term effects of Synthetic versus analytic phonics teaching on the reading and spelling of 10 year old boys and girls.

Johnston, R. S. and Watson, J. E. (2003) Accelerating Reading and spelling with synthetic phonics: A five year follow up. Insight 4: Scottish Education Department. http://www.scotland.gov.uk/library5/education/ins4-00.asp

Johnston R. S., and Watson J. E. (2005). The effects of synthetic phonics on Reading and spelling attainment – A seven year longitudinal study.

http://www.dera.ioe.ac.uk/14793/1/0023582.pdf.

Laberge, D. and Samuels, S. J. (1994). Towards a theory of automatic information Processing in reading. Cognitive Psychology. 6, 293-323

Lyon, G. R. (2003). Reading disabilities: Why do some children have difficulty learning to read? What can be done about it? The International Dyslexia Association’ Quarterly Periodical 29(2) www.interdys.org. Retrieved 10/10/2013

Memser, H. A. E. and Griffith P. L. (2006). Everybody’s Selling it – But just what is explicit, systematic phonics instruction? The Reading Teacher. 59(4), 366-376.

National Reading Panel (2000). Report of the National Reading Panel: Reports of the subgroups. Washington D.C.: National Institute of Child Health and Human Development. http://www.nichd.nigov/publications/nrp/report Retrieved, 9/03/2009.

Penner-Wilger, M. (2008). Reading fluency: A bridge from decoding to comprehension. http://esp.schoolspecialty.com/downloads/researchpapare/other/fluency/ Retrieved 5/02/14

Purcell-Gates, V. (1997). There’s reading … And then there’s reading. Process Models and Instruction; focus on basics connecting research and practice http://www.ncscall.net/index.htm@id=460.html.Retrieved6/1/2014

Reutzel, D. R. and Cooter, R. B. (2005). The Essentials of Teaching Children to Read. New Jersey: Allyn and Bacon, Pearson Educational Inc.

Torgerson, C. J., Brooks C. and Hall J. (2006). A systematic Review of the Research Literature on the use of phonics in the Teaching of Reading and Spelling. Research Report No. 711: The Department for Education and skills, The University of Sheffield.

Venezky, R. L. (1999). American way of Spelling: The structure of American English Orthography. New York: Guilford.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2018-2023. European Journal of Applied Linguistics Studies (ISSN 2602 - 0254 / ISSN-L 2602 - 0254). All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.