a Diana Moncada 11 éve
271
READINGMAP
Effective reading instruction involves several core principles and strategies aimed at increasing student engagement and comprehension. Students should be encouraged to interact with the reading material, relate it to various activities, and be exposed to authentic texts relevant to their skill levels.
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TEACHING
READING TYPES OS CLASSROOM READING
PERFORMANCE Intensive and extensive reading EXTENSIVE
Is performed to achieve a general
understanding of a longer text than usual INTENSIVE
there are some activities that
focus in the linguistics or in semantic details Oral and silent reading -Chek pronuntiation
-Is not an authentic language activiy READING AND SOCIAL CONTEXT Be a part of the community
of readers The learners are related with
reading to motivate it is for
acquiring information and
enjoying the reading REASONS FOR READING Provide good models Positive effect in vocabulary
knowledge and spelling Useful for language acquisition Simply for pleasure Study purpose READINGS LEVELS The most useful is to read Authentic texts Depending on the level it is possible
to offer a specific text for every learner READING PRINCIPLES Relate the readings with activities get an idea of the topic of the text Encourage students to respond to
the content of a text Students must engage with the readings Encourage students to read whenever possible READING ACTIVITIES Differente Responses Predicting from words
and pictures Poetry Following Intructions Using Newspaper STRATEGIES FOR READING
COMPREHENSION Capitalize on discourse markers
to process relationships Literal and Implied meanings Analyze Vocabulary Guess (Meaning, grammatical,
cultural reference) Use semantic mapping or clustering Scan the text
(Specific Information) Skim the text (Main ideas) Use efficent silent reading techniques
(Intermediate to advanced) Use graphemic rules
(Beginning level) Identify the purpose in reading CHARACTERISTICS OF WRITTEN LANGUAGE Formality Related to elaborate texts Vocabulary Some meanings could be
predicted by the context Complexity Readers must return to adjust their
cognitive perceptions to select the
useful information. Orthography Readers must perceive every
single things and
"Read between the lines" Distance Readers have to interpretate
the language Processing Time Readers can read in their own rhythm Permanence TYPES OF WRITTEN
LANGUAGE Billd (Financial Statemebt) Academic Writing Newspaper Letters Fiction (Novels, poetry) Non-fiction (reports, essay, article) APPROACHES TO TEACHING
READING SKILLS ADULT LOTERANCY TRAINING THE POWER OF EXTENSIVE READING THE ROLE OF AFFECT AND CULTURE SCHEMA THEORY AND BACKGROUND KNOWLEDGE BOTTOM-UP AND TOP-DOWN PROCESSING Top-down or conceptually drive processing
readers express their own intelligence and experience
to understand the text Data-processing requires a specific knowledge
of the language, readers select signals and
make sense Bottom-up processing the readers have
to recognize some linguistic signals and use
them
