Using Top-down Skills to Increase Reading Comprehension

This paper discusses how to change English-as-a-Second. Language reading instruction within Japanese senior high schools into communication, or interaction between students and the text. It focuses on the use of top-down skills to increase reading comprehension, noting that Japanese teachers tend to naturally emphasize bottom-up skills and neglect top-down skills. Four chapters look at the following: (1) "The Present Situation of Teaching Reading at Senior High Schools in Japan"; (2) "The Fundamental Cause for the Present Problems" (emphasis on the bottom-up reading process model and limitations of this approach); (3) "Two Approaches Toward a 'New' Way of Teaching Reading" (skills and strategies approach and extensive reading approach); and (4) "Suggestions for Lesson Planning" (prereading activities, post-reading activities, and sustained silent reading.) Five appendixes contain previewing and post-reading sheets, graphic organizers, and a news article report. (Contains 19 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Using Top-down Skills to Increase Reading Comprehension U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. r PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY