ESL Reading Skills: Mind Mapping, Difficulty Levels, and Models

This report provides a comprehensive analysis of ESL reading, focusing on the application of mind mapping in conjunction with reading theories. It explores the different levels of difficulty in reading, detailing the types of texts suitable for each level, from literal comprehension to appreciation. The report also examines the reading models, specifically the top-down and bottom-up approaches, and discusses how these models describe the reading process for Malaysian children. It highlights the benefits of mind mapping as a tool to enhance reading comprehension, organization of information, and cognitive processing skills. The report also details the importance of understanding the various levels of reading difficulty and the types of texts appropriate for each level to improve the learning experience.

Reading in an ESL
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Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
1. How the use of mind mapping can be used in tandem with any of the theories.....................3
TASK 2............................................................................................................................................5
1. Describe the levels of difficult in reading................................................................................5
2. Kind of text used for each level of difficulty...........................................................................6
TASK 3............................................................................................................................................6
Which models of reading (Top-down / Bottom-up models) describe how Malaysian children
learn to read?................................................................................................................................6
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................11
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INTRODUCTION
Teaching English as a second language (ESL) reading skills to the second language learners
is considered to be as one of the most prominent concept in order to convey reading, like writing
is a significant process. Cohesive devices are considered to be words which has been used to
show varied parts of texts which fits together (Wong, 2018). Text attack skills or word attack
skills are the decoding skills which has been used to make accurate sense associated with the
printed words.
In this report it will be described about how mind mapping can be used in various theories.
Also, it will be explained on levels of difficulty in reading and text that can be used in each one.
Moreover, at last it is discussed about use of models in Malaysian children to read.
TASK 1
1. How the use of mind mapping can be used in tandem with any of the theories
In learning and education mind mapping is highly used in it. This is a tool that is used to
organise visuals and information through presentation. So, it is in hierarchical way and shows
relationship between pieces of text or info in it. Generally, mind mapping is effectively used in
teaching children. It has provide a framework which has allowed and made work of teacher
easy. Mind mapping is being integrated with theories of reading. With help of that it has
become easy to connect pieces and then frame sentence. Thus, mind mapping can be used with
theories easily (Whitford, and Joanisse, 2018). The info presented through it shows how well
text is to be organised. The tool focuses on info as well as reader ability to read it. Also, it has
been found that there are various interactive models as well of reading that is applied. These all
are interactive model that consist of feature of both top down and bottom up model. There are
certain ways in which mind mapping tool is utilised. But it depends on learner needs and ability.
The Rumelhart interactive model connect top down and bottom up reading models of
reading. Thus, strong features of both models are included and no criticism done. It has to be
change in way of making
Top down model- this model is developed by Goodman in 1971. It state that reader is able to
predict meaning of text according to his or her background knowledge. Thus, here reader
interpret assumptions and draw inference that is overall purpose of text. With that it becomes
easy to get main idea of text. Besides that, the model state that cognitive process starts within
mind of reader. Hence, text meaning is retrieved from reader knowledge, experience, etc to text
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is reconfirmed by finding out letters and words that appear in it. here, reader background play
crucial role in it (Sulaiman, , Salehuddin, and Khairudin, 2020). This is because reader
understand text by activating his or her background. Thus, here mind mapping can be used in it.
This will allow in breaking of text and then representing info in visuals. So, various pieces of
text can be shown in this in hierarchal way and displayed. Hence, it will provide children chance
to connect all text and then read it. in this way it will be easy for them to read by combining
various pieces of texts. So, from starting only children mind will start functioning and it will
enable them to increase their cognitive processing ability. Similarly, their reading ability can be
improved with mind mapping. It will help them to connect pieces in proper way. The sentences
can be presented visually to them and by breaking them in short sentences children are allowed
to read them. hence, they can easily connect short sentence with background.
Bottom up model – it is a model in which there is decoding of letters, words at top with phrases,
clause, etc. In this reader encode text and then they built actual meaning of it. However, they
work mainly from text and ignore reader background knowledge. This model refers to as single
direction processing of text (Obiegbu, 2018). Thus, text is assembled by correcting right pieces
together. Here, as well mind mapping model can be used in it. In this children can identify
words, phrases, etc and then decode it. The teacher can give visual info of different phrases,
clause, words, and then set up in hierarchical way. With that children can easily connected
pieces together. Apart from it, in this model the text is already has to be assembled properly as it
is into pieces. Here, info can be presented in hierarchy. Through visuals it can be shown to them
that how to identify phrase, word in text. Moreover, pronunciation of word can be broken down
and show with help of visual. So, it makes overall process easy for them to learn to read.
This will be easy in it as for different elements such as words, phrases, clauses, mind
mapping can be used. Hence, children can learn to read about it by assembling pieces in correct
order. They can distinguish words, phrase, and can use it as well in text. Within text children
will identify that what is phrase, new word which has been used in it. Here, children will get
insight on getting clear information or piece of text. By relating it with words, clause, text can
be presented in variety of pieces. Hence, it enable children to understand all of it and then
select right piece of text by reading it (Mohsen, and Almudawis,, 2020).
Thus, it is found that mind mapping tool can be used with both top down and bottom up
model of reading. The pieces of words and sentences can be assembled in hierarchical way.
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therefore, it enhanced children cognitive ability and processing of how to read text. The main
purpose is that how children are able to read text in effective way. they will be able to note
down important phrase, words, assumption, etc and then on basis of that reading text. The
experience of mind mapping can also be used in reading all difficulty level. Besides that, by
evaluating background info and experience children will read text. It also becomes easier to use
mind mapping in theory so that it is applied in effective way. So, mind mapping can be used
with theories easily. The info presented through it shows how well text is to be organised. The
tool focuses on info as well as reader ability to read it.
TASK 2
1. Describe the levels of difficult in reading
It has been analysed that there are different levels of reading in English. The difficulty
varies from one another as it consists of complex text used in it. So, it becomes difficult to read
such text. Barrett’s taxonomy study determine status of student reading comprehension. Thus,
he developed several dimensions of reading comprehension that analyse difficulty level. It is
defined as below
Literal comprehension- This is first difficulty level in which it focuses on idea and info which is
explicitly stated. In this it may include recognizing or recalling of single factor. But the main
difficult task is to recognize number of series of factors and incidents in it. This makes it
difficult to do so as student is not able to read and recall incidents in it (Lemhöfer, Huestegge,
and Mulder,, 2018).
Reorganization- it is a difficulty level in which student has to analyse,, synthesis idea and
information which is stated in selection. For that the student may rephrase author verbatim and
use author sentences and info to do so. Therefore, it becomes highly difficult for student to
synthesis and analyse sentences easily. However, sometimes it becomes for students to use
author statement and paraphrase it. in this there are 4 tasks in it that are classifying, outlining,
summarise and synthesize.
Inference - this difficulty level student demonstrate inferential comprehension by using his or
her own ideas and info. Also, in this student institution, personal experience, etc become basis of
hypothesis. Besides that, apart from knowledge from where it came become integral part of
inference.
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Evaluation – it deals with judgment and focus on qualities of accuracy, acceptability, worth or
probability of occurrence. So, in this students are asked to make judgment on basis of their
thinking. This shows their ability to evaluate sentences and then pass judgment on basis of it.
So, it is difficult as it has to be change in judgment and on that sentence is read.
Appreciation- in this difficulty level it require students to be emotionally and aesthetically
sensitive to work and then provide reaction to work is psychological and artistic element. Thus,
in this it include both knowledge and emotional response to literary technique, form and styles
(Kim, Crossley, and Skalicky, 2018).
2. Kind of text used for each level of difficulty
It is necessary that students should understand each level of difficulty and they are able to
read. Thus, for that it requires to use different types of text for each difficulty level. This is
because use of text differ in each level. It is explained as below
Literal comprehension- In this the text used can be related to incident or cause of effect text. For
instance – What is this, who, where, why, what, etc. besides that, story can be narrated as well in
it for students to read.
Reorganization- here, text that can be used in it is normal one which can include verb, phrases,
etc. moreover, author statement can be used to make it easy for students to read. For example-
What happened, which does not belong to, etc.
Inference – the text that can be used is comparing things with one another. The sentences can be
used along with phrases. Also, a person attitude, experience, characteristics, etc.. text can be
used in it. For example- what does it tells about her, what kind of person, etc.
Evaluation - the text used in it may be related to judgment passed by others, their experience,
etc. it has to be easy so that student are able to read it and understand. Text does not contain
complex words and phrases that makes it difficult for student to read it (Kida, 2020).
Appreciation- In this text used must be sensitive and based on true story. This is because it
will be easy for them to read text and they will be able to express their feelings in effective way.
Hence, these all various kind of text that can be used in difficult level of reading.
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TASK 3
Which models of reading (Top-down / Bottom-up models) describe how Malaysian children
learn to read?
For students reading is main components of learning. If student is able to read then only
he or she can learn. Reading helps in speaking of words, phrases, sentences, etc. therefore, it is
essential to develop culture of comprehension reading among students. Hence, children must
learn how to read. In reading there are basically two types of approaches or models which are
followed. The models are top down and bottom up. They are applied in various ways. (The top
down reading model theory, 2019)
Top down model- this model is developed by Goodman in 1971. It state that reader is able to
predict meaning of text according to his or her background knowledge. Thus, here reader
interpret assumptions and draw inference that is overall purpose of text. With that it becomes
easy to get main idea of text. Besides that, the model state that cognitive process starts within
mind of reader. Hence, text meaning is retrieved from reader knowledge, experience, etc to text
is reconfirmed by finding out letters and words that appear in it. here, reader background play
crucial role in it. this is because reader understand text by activating his or her background.
The model is like generic strategy in which text is predicted and self monitored. In addition,
this model is still considered as concept-driven and dependent upon what the reader brings to the
text which could be their own intelligence and experience to understand a text (Kang, Kim,. and
Christianson, 2019).
It is also analysed that this model is effective as it develop cognitive thinking and
children seek learning style and ability. Along with it, the model allow children to use their
brain and not words. Thus, it makes sense that what is written in it. In addition, model focus on
engaging of children with text. Thus, purpose is to make them active readers. They are those who
are highly capable of engaging in abstract and logical thought.
Active reader have significant commitment with the content. The purpose behind this is that
Active reader will in general seek after writings in which they are intrigued. As opposed to just
having the option to peruse the words off an activity page that is introduced to them, top-down
reader learn by perusing real messages that they pick and start to disentangle with the assistance
of teacher.
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At the point when children select a specific content, they need to utilize signs past sounding out
words to comprehend what they are reading. They have to carry themselves and their experience
to what they are aware of the topic. The top-down approach of recognition sets that it is this
association between what a reader cognitive perspective when reading and the words on the page
that produces meaning (Berzak,, Katz, and Levy, 2018).
Bottom up model – it is a model in which there is decoding of letters, words at top with phrases,
clause, etc. In this reader encode text and then they built actual meaning of it. However, they
work mainly from text and ignore reader background knowledge. This model refers to as single
direction processing of text. Thus, text is assembled by correcting right pieces together. The text
is out together in such a way that it enable in giving overall interpretation of it. in this children
are having knowledge of sound of letters, understanding phonics, etc. hence, children has to
decode words instead of understanding text. This results in increasing their speed, begin chance
of find out what are new words in it, etc. Therefore, reader are not passive recipients but active
contribute in finding out meaning of text.
From the above two models of reading it can be stated children of Malaysia lead to read
with help of top down model. It is identified that children use their experience to relate with text
and then engage with it. This shows their cognitive thinking ability and logical thought. Hence,
most children uses their brain in order to read text and understand it. Along with it, children
notices what words is used and pronounce it well. when they read they get what is real idea or
purpose behind text. Thus, with this way reader cognitive process starts and he or she is able to
seek knowledge from it. In Malaysia most children belong to Muslim and educated background
thus they are easily able to read text. Furthermore, they are having relevant experience in
reading text as well. The children intelligence has improved as well as they are able to
understand various types of text. This has enabled in gaining knowledge about text and on basis
of that interpreting it. Children mind is seeking info about it as there is change in way of
predicting text. Now, they are can easily predict text by using their own experience (Albiladi,
2019).
But for Malaysian children bottom up approach is suitable as it focuses on phrasing of
words, letters, etc. the text is built own by reader and then read it. Thus, children need to
decode text with their own level of understanding. Here, children cognitive mind also works but
only used on decoding of text. The sentence formation and understanding is weak. Thus, many
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author critiqued that bottom up model is more effective as it allows children to frame text and
then read it. Hence, this enhances their ability to make text as per own understanding and then
read it. Therefore, they will frame text which they are able to read. In that they will also use
their background as well. Hence, they know actual meaning of text as well in it. Besides that,
new words are decoded, terms is identified, etc. The cognitive ability needs to be based on
framing of text rather than reading it (Albiladi, 2019).
CONCLUSION
From the conducted study it has been summarized that, Teaching ESL reading skills to the
second language learners is most prominent concept in order to convey reading, like writing is a
significant process. The mind mapping tool is one that is used to organise visuals and
information through presentation. So, it is in hierarchical way and shows relationship between
pieces of text. It can be used with both top down and bottom up reading theory. Also, in Barrett’s
taxonomy there are various level of difficulty in reading. These all levels differ from each other
in context of style, comprehension, etc. The level are literal comprehension, reorganization,
inference, evaluation and appreciation. Moreover, in each level, text used differs as well. There
are 2 models of reading that is used that are bottom up and top down. In Malaysian children top
down model is used by children to learn to read.
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REFERENCES
Books and journals
Albiladi, W.S., 2019. Effective English reading strategies: English language learners’
perceptions.
Berzak, Y., Katz, B. and Levy, R., 2018. Assessing language proficiency from eye movements in
reading. arXiv preprint arXiv:1804.07329.
Kang, H.S., Kim, N. and Christianson, K., 2019. Grammatical aspect and world knowledge in
second language reading. International Review of Applied Linguistics in Language
Teaching, 1(ahead-of-print).
Kida, S., 2020. Secondary task type, exposure frequency, and their combined effects on second
language vocabulary learning through reading. Second Language Research,
p.0267658320931919.
Kim, M., Crossley, S.A. and Skalicky, S., 2018. Effects of lexical features, textual properties,
and individual differences on word processing times during second language reading
comprehension. Reading and Writing, 31(5), pp.1155-1180.
Lemhöfer, K., Huestegge, L. and Mulder, K., 2018. Another cup of TEE? The processing of
second language near-cognates in first language reading. Language, Cognition and
Neuroscience, 33(8), pp.968-991.
Mohsen, M.A. and Almudawis, S., 2020. Second Language Vocabulary Gains from Listening
Versus Reading Comprehension Input: A Comparative Study. Journal of Psycholinguistic
Research, pp.1-20.
Obiegbu, I.R., 2018. Reading Errors in Second Language Learners. SAGE Open, 8(3),
p.2158244018792973.
Sulaiman, N.A., Salehuddin, K. and Khairudin, R., 2020. Reading English Academic Texts:
Evidence from ESL Undergraduates’ Eye Movement Data. 3L: Language, Linguistics,
Literature®, 26(1).
Whitford, V. and Joanisse, M.F., 2018. Do eye movements reveal differences between
monolingual and bilingual children’s first-language and second-language reading? A focus
on word frequency effects. Journal of experimental child psychology, 173, pp.318-337.
Wong, Y.K., 2018. Structural relationships between second-language future self-image and the
reading achievement of young Chinese language learners in Hong Kong. System, 72,
pp.201-214.
Online
The top down reading model theory, 2019. [online] Available through <
https://www.theclassroom.com/topdown-reading-model-theory-13028.html >
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