TMN3702
Assignment 3 2025
Unique number:
Due Date: 31 July 2025
QUESTION 1
1.1
The bottom-up approach to reading focuses on decoding from the smallest units of
language, such as letters and sounds, before moving to words, sentences, and
meaning. Learners read by recognising letters, blending sounds, and then forming
words, which helps them understand sentences and texts. This method relies heavily on
phonics and decoding skills.
In contrast, the top-down approach begins with the reader's existing knowledge,
experiences, and predictions. Instead of decoding every word, learners use what they
already know, the context of the text, and clues like images or titles to make sense of the
reading material. This approach focuses on making meaning, even when some words
are unfamiliar Both methods support reading but from different directions: bottom-up
builds from text to meaning, while top-down starts with meaning and works toward
understanding the text.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
The bottom-up approach to reading focuses on decoding from the smallest units of
language, such as letters and sounds, before moving to words, sentences, and
meaning. Learners read by recognising letters, blending sounds, and then forming
words, which helps them understand sentences and texts. This method relies heavily
on phonics and decoding skills (TMN3702/1, Learning Unit 4, p. 64).
In contrast, the top-down approach begins with the reader's existing knowledge,
experiences, and predictions. Instead of decoding every word, learners use what
they already know, the context of the text, and clues like images or titles to make
sense of the reading material. This approach focuses on making meaning, even
when some words are unfamiliar (TMN3702/1, Learning Unit 4, pp. 64–65).
Both methods support reading but from different directions: bottom-up builds from
text to meaning, while top-down starts with meaning and works toward
understanding the text.
1.2
Bottom-up example: Learners are given phonic flashcards to practise sounding out
tricky words from the story The Lion and the Mouse. The teacher helps them break
down each word into letters and sounds, encouraging decoding and correct
pronunciation. This supports their ability to read from sound to word and builds
fluency—a key bottom-up reading skill (TMN3702/1, Learning Unit 4, p. 64).
Top-down example: Before reading the same story, the teacher asks learners to
look at the pictures and title. Learners predict what the story might be about, drawing
on their own knowledge and experiences. This prediction activity helps them connect
personal understanding to the text, making it easier to grasp the meaning as they
read. This approach reflects top-down processing, where comprehension is built
using context and prior knowledge (TMN3702/1, Learning Unit 4, p. 65).
1.3.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique number:
Due Date: 31 July 2025
QUESTION 1
1.1
The bottom-up approach to reading focuses on decoding from the smallest units of
language, such as letters and sounds, before moving to words, sentences, and
meaning. Learners read by recognising letters, blending sounds, and then forming
words, which helps them understand sentences and texts. This method relies heavily on
phonics and decoding skills.
In contrast, the top-down approach begins with the reader's existing knowledge,
experiences, and predictions. Instead of decoding every word, learners use what they
already know, the context of the text, and clues like images or titles to make sense of the
reading material. This approach focuses on making meaning, even when some words
are unfamiliar Both methods support reading but from different directions: bottom-up
builds from text to meaning, while top-down starts with meaning and works toward
understanding the text.
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1
The bottom-up approach to reading focuses on decoding from the smallest units of
language, such as letters and sounds, before moving to words, sentences, and
meaning. Learners read by recognising letters, blending sounds, and then forming
words, which helps them understand sentences and texts. This method relies heavily
on phonics and decoding skills (TMN3702/1, Learning Unit 4, p. 64).
In contrast, the top-down approach begins with the reader's existing knowledge,
experiences, and predictions. Instead of decoding every word, learners use what
they already know, the context of the text, and clues like images or titles to make
sense of the reading material. This approach focuses on making meaning, even
when some words are unfamiliar (TMN3702/1, Learning Unit 4, pp. 64–65).
Both methods support reading but from different directions: bottom-up builds from
text to meaning, while top-down starts with meaning and works toward
understanding the text.
1.2
Bottom-up example: Learners are given phonic flashcards to practise sounding out
tricky words from the story The Lion and the Mouse. The teacher helps them break
down each word into letters and sounds, encouraging decoding and correct
pronunciation. This supports their ability to read from sound to word and builds
fluency—a key bottom-up reading skill (TMN3702/1, Learning Unit 4, p. 64).
Top-down example: Before reading the same story, the teacher asks learners to
look at the pictures and title. Learners predict what the story might be about, drawing
on their own knowledge and experiences. This prediction activity helps them connect
personal understanding to the text, making it easier to grasp the meaning as they
read. This approach reflects top-down processing, where comprehension is built
using context and prior knowledge (TMN3702/1, Learning Unit 4, p. 65).
1.3.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
