READING AND KNOWLEDGE ACQUISITION IN CONTENT-BASED INSTRUCTION (CBI)

Abstract

This article discusses key elements of fostering reading fluency and competency in the framework of content-based instruction (CBI). The interactive reading models, including the top-down and bottom-up methods, methods for improving reading proficiency, and crucial language-learning procedures for reading in the CBI domain, will all be covered in this paper. Reading is viewed as a link between content and language acquisition. The importance of reading is manifested in accordance with the current theory and models of psycholinguistic approaches. Content words are viewed as contextual clues. The author offers to arrange integrated strategies of reading in the higher-level and lower-level reading process.