HOPEACADEMY
TMN3702
Assessment number: 3
Due date: 31 July 2025
2025
QUESTION 1: TEACHNG READING AND VIEWING
1.1 Explain the difference between bottom-up and top-down
approaches to reading
0 7 6 4 0 3 1 2 29
, TMN3702 Assessment number: 3
Due date: 31 July 202
QUESTION 1: TEACHNG READING AND VIEWING
1.1 Explain the difference between bottom-up and top-down approaches to
reading.
The bottom-up approach to reading focuses on decoding individual words and
sounds, building meaning from smaller units to larger ones (Nation & Newton,
2020, p. 15). In contrast, the top-down approach emphasizes using prior
knowledge and context to understand the overall meaning of a text (Grabe &
Stoller, 2018, p. 25). According to Nunan (2019), top-down processing involves
"using background knowledge to make sense of the text" (p. 118). A balanced
approach often combines both methods for effective reading comprehension.
References:
Grabe, W., & Stoller, F. L. (2018). Teaching and researching reading (3rd ed.).
Routledge.
Nation, I. S. P., & Newton, J. (2020). Teaching vocabulary. In M. Celce-Murcia
(Ed.), Teaching English as a second or foreign language (4th ed., pp. 15-30).
National Geographic Learning.
Nunan, D. (2019). Teaching English to young learners. In S. Garton & F. Copland
(Eds.), The Routledge handbook of teaching English to young learners (pp. 114-
128). Routledge.
1.2 Provide one example of each approach that could be used in a Grade 4 English
Home Language classroom.
- Bottom-Up Approach:
- Repeated Reading Activity: Have students read a short passage aloud, focusing
on decoding individual words and blending sounds together. This activity
TMN3702
Assessment number: 3
Due date: 31 July 2025
2025
QUESTION 1: TEACHNG READING AND VIEWING
1.1 Explain the difference between bottom-up and top-down
approaches to reading
0 7 6 4 0 3 1 2 29
, TMN3702 Assessment number: 3
Due date: 31 July 202
QUESTION 1: TEACHNG READING AND VIEWING
1.1 Explain the difference between bottom-up and top-down approaches to
reading.
The bottom-up approach to reading focuses on decoding individual words and
sounds, building meaning from smaller units to larger ones (Nation & Newton,
2020, p. 15). In contrast, the top-down approach emphasizes using prior
knowledge and context to understand the overall meaning of a text (Grabe &
Stoller, 2018, p. 25). According to Nunan (2019), top-down processing involves
"using background knowledge to make sense of the text" (p. 118). A balanced
approach often combines both methods for effective reading comprehension.
References:
Grabe, W., & Stoller, F. L. (2018). Teaching and researching reading (3rd ed.).
Routledge.
Nation, I. S. P., & Newton, J. (2020). Teaching vocabulary. In M. Celce-Murcia
(Ed.), Teaching English as a second or foreign language (4th ed., pp. 15-30).
National Geographic Learning.
Nunan, D. (2019). Teaching English to young learners. In S. Garton & F. Copland
(Eds.), The Routledge handbook of teaching English to young learners (pp. 114-
128). Routledge.
1.2 Provide one example of each approach that could be used in a Grade 4 English
Home Language classroom.
- Bottom-Up Approach:
- Repeated Reading Activity: Have students read a short passage aloud, focusing
on decoding individual words and blending sounds together. This activity
