Improving reading skills through top-down approach: A case study in a high school in Vietnam

Nguyen Huu The (), Tran Thanh Du (), Huynh Thi Bich Phuong (), Au Minh Triet () and Nguyen Hoang Trung Chanh ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 5, 1825-1838

Abstract: This study investigates the impact of the top-down approach on students’ reading proficiency and motivation. The top-down approach activates students' background knowledge, also known as schemata, to enhance reading comprehension. According to Anderson [1] the terms schemata, background knowledge, and prior knowledge can be used interchangeably. The primary objective of this research is to evaluate the effectiveness of the top-down approach in improving students' reading skills and to examine its influence on their motivation to read. To obtain the data, a 12-week study was conducted as a field study at a high school using a mixed-methods approach that combined qualitative and quantitative analyses. This study included two 11th-grade classes (N=80): Class 11C3 functioned as the control group, following the traditional bottom-up approach, whereas Class 11C4 functioned as the experimental group, receiving instruction using the top-down approach. The quantitative data were analyzed using SPSS to compare the outcomes of the pre-test and post-test, as well as the questionnaires measuring students’ reading motivation before and after applying the top-down approach. Additionally, student interviews were conducted to gather qualitative data, which offered valuable insights into the learning process and students’ reading motivation. The findings indicate that the top-down approach significantly enhances students’ reading comprehension and motivation compared to the bottom-up method. Further investigation is recommended to examine the enduring impacts of the top-down approach on reading abilities in various educational settings.

Keywords: Experimental group; Independent sample t-test; Paired sample t-test; Reading competence; Reading skills; Top-down approach. (search for similar items in EconPapers)
Date: 2025
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