,TMN3702 Assignment 3 (COMPLETE ANSWERS)
Semester 1 2025 – DUE 31 July 2025; 100% correct solutions
and explanations.
QUESTION 1
1.1 Explain the difference between bottom-up and top-down
approaches to reading.
The bottom-up approach to reading is a skills-based approach
that emphasizes the decoding of letters and words before
moving to meaning. It assumes that reading begins with
recognizing individual letters and sounds (phonemes), blending
them into syllables, and then constructing words and sentences.
Learners read by processing information sequentially from the
smallest units (letters and sounds) up to the whole text. This
approach focuses heavily on phonics, spelling, and vocabulary
acquisition, especially for early and developing readers.
In contrast, the top-down approach views reading as a
meaning-driven process, where learners use their background
knowledge, context, and expectations to predict and make
sense of the text. It assumes that learners come to a text with
existing knowledge and experiences, which they use to infer and
interpret meaning. In this approach, comprehension takes
precedence over decoding. Learners are encouraged to interact
with the text, ask questions, and make connections to their own
lives, cultures, and experiences.
In summary:
Bottom-up = focus on code-breaking and word
recognition
, Top-down = focus on meaning-making using prior
knowledge and context
1.2 Provide one example of each approach that could be used
in a Grade 4 English Home Language classroom.
Bottom-up approach example:
In a Grade 4 class, learners are given a phonics worksheet where
they practice decoding words with the “sh” sound. They read a
list of words such as ship, shout, shiny, and shoes, and then
match them to corresponding pictures. After decoding, they are
asked to form simple sentences using the new words, like “The
ship is big.” This activity reinforces their ability to recognize
letter patterns and phonemes, which is essential for accurate
reading.
Top-down approach example:
The teacher presents a short story titled "The Magic Hat" and
asks learners to predict what the story might be about based on
the title and an accompanying illustration. Learners discuss their
ideas in small groups and share with the class. After reading the
story together, the teacher asks open-ended questions like “Why
do you think the hat was magical?” and “Have you ever had
something special like that?” This encourages learners to draw
on their experiences and engage with the text meaningfully.
1.3 Design a teaching activity that demonstrates how you
would implement pre-reading, while-reading, and post-
Semester 1 2025 – DUE 31 July 2025; 100% correct solutions
and explanations.
QUESTION 1
1.1 Explain the difference between bottom-up and top-down
approaches to reading.
The bottom-up approach to reading is a skills-based approach
that emphasizes the decoding of letters and words before
moving to meaning. It assumes that reading begins with
recognizing individual letters and sounds (phonemes), blending
them into syllables, and then constructing words and sentences.
Learners read by processing information sequentially from the
smallest units (letters and sounds) up to the whole text. This
approach focuses heavily on phonics, spelling, and vocabulary
acquisition, especially for early and developing readers.
In contrast, the top-down approach views reading as a
meaning-driven process, where learners use their background
knowledge, context, and expectations to predict and make
sense of the text. It assumes that learners come to a text with
existing knowledge and experiences, which they use to infer and
interpret meaning. In this approach, comprehension takes
precedence over decoding. Learners are encouraged to interact
with the text, ask questions, and make connections to their own
lives, cultures, and experiences.
In summary:
Bottom-up = focus on code-breaking and word
recognition
, Top-down = focus on meaning-making using prior
knowledge and context
1.2 Provide one example of each approach that could be used
in a Grade 4 English Home Language classroom.
Bottom-up approach example:
In a Grade 4 class, learners are given a phonics worksheet where
they practice decoding words with the “sh” sound. They read a
list of words such as ship, shout, shiny, and shoes, and then
match them to corresponding pictures. After decoding, they are
asked to form simple sentences using the new words, like “The
ship is big.” This activity reinforces their ability to recognize
letter patterns and phonemes, which is essential for accurate
reading.
Top-down approach example:
The teacher presents a short story titled "The Magic Hat" and
asks learners to predict what the story might be about based on
the title and an accompanying illustration. Learners discuss their
ideas in small groups and share with the class. After reading the
story together, the teacher asks open-ended questions like “Why
do you think the hat was magical?” and “Have you ever had
something special like that?” This encourages learners to draw
on their experiences and engage with the text meaningfully.
1.3 Design a teaching activity that demonstrates how you
would implement pre-reading, while-reading, and post-
