Teaching Reading

Mere som dette

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Teaching Reading

Principles for designing reading techniques

Follow the sequence sQ3R

Review: Incorporate new knowledge to long-term associations.

Recite: Go through the silent proces of the text - oral and written way.

Read: Read the text to look for the previous questions answers.

Question: Readers'

Survey: Skim the text

Include bottom-up and top-down techniques

Development of reading strategies

Autenticity and readability texts balance

Use motivating techniques

Not to forget the importance of specific instructions

Reading Principles

To explore reading texts to the full

To predict from the book cover, title (Clues)

To respond to the content of a text - To explore feelings about it

To be engaged and to enjoy reading

To read as often and as much as possible

Kinds of reading

- Construction of reading texts - Includes study activities

Details of meaning, uses of grammar and vocabulary.

- Away from the classroom - Read for pleasure

Reasons for teaching reading

Encouragement to focus on vocabulary, grammar or punctuation

Improves vocabulary and spelling

It is useful for language acqusition

Students want to be able to read texts in English

Strategies for reading comprenhension

Analyze vocabulary

Prefixes - suffixes - roots

Guessing

Use semantic mapping

Put their ideas in order

Skan the text for specific info

Skim the text for main ideas

Use graphemic rules and patterns to aid in botton-up decoding

Differences between vowel sounds long - short.

Identify the purpose of reading

To know what you are looking for

Button-Down view of reading (Psycholinguistic)

- The reader is the heart of the reading process - Emphasises the reconstruction of meaning - Readers' expectations about the text - Hypoteses formation

A link between knowlegde of linguistic forms adn knowledge about the world.

Often distinguishes between begining and fluent readers.

Button-Up view of reading

Decoding a series of writen symbols - the reader matches the graphemes with the phonemes he/she already knows.

Print - Every letter discriminated - Phonemes and graphemes mathed - Blending - Pronunciation - Meaning

Reading Skills

Reading for detailed comprenhension

Looking for detailed information or examples of language use.

Skimming

Skanning

Reading Levels

Use of authentic texts depending on the students' level

Whether texts are designed for intensive or extensive reading.

Types of Classroom Reading Performance

Silent

Extensive

General understandig: Skimming - Skannig

Intensive

Linguistic and semantic details of the text. (Grammatical forms)

Oral

Good for beginning and intermediate levels - Pronunciation check - Students' participation

Characteristics of Writen language

Formality

Rethorical and organizational patterns.

Vocabulary

Unknown words, prediction from the context, use of bilingual dictionaries.

Complexity

Infer - interpret - read between lines.

Ortography

Graphemes interpretation, punctuation, pictures and charts.

Distance

The reader's ability to interpret the text.

Processing Time

Allows the reader to follow the text at their own rate.

Performance

To have acces to the text anytime.