TMN3702
Assignment 3
Due 31 July 2025
, TMN3702
Assignment 3
Due 31 July 2025
Teaching Reading and Writing in Multilingual South African Classrooms
Question 1: Teaching Reading and Viewing (20 Marks)
1.1 Distinction Between Bottom-Up and Top-Down Approaches to Reading (3
Marks)
The bottom-up approach views reading as a step-by-step process where learners
decode letters and sounds, then build up to words, phrases, and sentences to reach
understanding (Ehri, 2005). It assumes that accurate decoding of small units is
necessary before comprehension can occur, focusing mainly on phonics and word
recognition.
The top-down approach, however, sees reading as an active process where learners
use their background knowledge, experiences, and context to predict and construct
meaning (Goodman, 1967). Comprehension can occur even if some words are
unfamiliar because meaning-making is driven by cognition rather than mechanical
decoding.
Assumptions: Bottom-up assumes meaning arises only after decoding, while top-down
assumes prior knowledge and prediction drive understanding.
Tensions: Bottom-up may ignore cultural or contextual knowledge critical in multilingual
classrooms. Top-down may fail if learners lack language proficiency to validate
predictions.
Implications: Combining both ensures learners build decoding skills while making
sense of texts using their own experiences, crucial in diverse South African contexts.
Assignment 3
Due 31 July 2025
, TMN3702
Assignment 3
Due 31 July 2025
Teaching Reading and Writing in Multilingual South African Classrooms
Question 1: Teaching Reading and Viewing (20 Marks)
1.1 Distinction Between Bottom-Up and Top-Down Approaches to Reading (3
Marks)
The bottom-up approach views reading as a step-by-step process where learners
decode letters and sounds, then build up to words, phrases, and sentences to reach
understanding (Ehri, 2005). It assumes that accurate decoding of small units is
necessary before comprehension can occur, focusing mainly on phonics and word
recognition.
The top-down approach, however, sees reading as an active process where learners
use their background knowledge, experiences, and context to predict and construct
meaning (Goodman, 1967). Comprehension can occur even if some words are
unfamiliar because meaning-making is driven by cognition rather than mechanical
decoding.
Assumptions: Bottom-up assumes meaning arises only after decoding, while top-down
assumes prior knowledge and prediction drive understanding.
Tensions: Bottom-up may ignore cultural or contextual knowledge critical in multilingual
classrooms. Top-down may fail if learners lack language proficiency to validate
predictions.
Implications: Combining both ensures learners build decoding skills while making
sense of texts using their own experiences, crucial in diverse South African contexts.
