Walker_White_Reading_Skills_2013

もっと見る

Critical Reading

Tim Roachにより

Sample Mind Map

Juanito Rodriguez Saenzにより

What's Out There? Resources to support the work of K-12 Classroom Educators in Ontario (OERB, vLe, OSAPAC, Edugains/Edusource) August 2015

Joe Russoにより

SPORT POLICIES AND SPORTS ADMINISTRATION IN MALAYSIA

Nik Khatameにより

New literacy approach (Street, 1993)

Consider how social context may influence

Comprehension of written texts

Reading processes

Consider how, why, and where reading is done

Emphasize the relationship between readers and writers

Reading socially through technology

Reading as a shared activity

Grabe (2009) indicates certain (collaborative) factors which favor motivation to read

Evaluation and feedback that support learning

Extensive reading

Interesting texts

Support and scaffolding for reading strategies

Social collaboration for reading tasks

Success in learning through reading

Choice

Student-directed fashion

Collaborative manner

Example: students taking online courses and commenting on texts they have read

Using knowledge of language use which is typical of particular kinds of text

Using knowledge of the world

Top-down Reading

Using knowledge about how particular kinds of texts are structured

Using expectations about the likely content, organization, and language of the text in order to

Build up an understanding of the text

Confirm individual words

Infer

Predict

Psycholonguistic models (Reading Processes)

These psycholinguistic models are referred to the reader-text relationship, i.e. the way readers extract information from texts.

Bottom-up

Using syntactic information to construct meaning

Identifying words

Match written symbols (letters or logographs) with sounds

Skills and Strategies

Using knowledge of the world to predict or infer information

Using norphological or syntactic clues to interpret the meaning of sentences and form propositions

'ing' signal present continuous, present participle or gerund

's', 'es', and 'ies' signal regular plural endings

'a' and 'the' precede nouns

Evaluating/appreciating the information given in the text

Deciding which texts are more appropriate for a certain purpose

Enjoying a story

Setting appropriate goals for comprehension

Scanning

Skimming

Dealing with unknown words

Developing sight recognition of frequently ocurring words

Using information about

Topic itself

Morphology

Syntax

Using knowledge about the typical structure and language of particular genres

Academic articles follow an SPSE (Situation-Problem-Solution-Evaluation) organization

Job ads may contain the word "needed"

Realizing that fairy stories being with "Once upon a time..."

Matching sounds to ortography

Identifying letters

L2 Reading Challenges

Attitudes

Towards printed word

In certain cultures, printed word may be unquestionable

Genre

Preferences of genres (Wallace, 1988; McKay, 1993)

L2: work, study, etc. (more public roles in society)

L1: poetry, novels, etc. (more personal or private reading)

Unfamiliar cultural references

Familiar genres which organize information in different way, though

Unfamiliar genres

Lexis

Developing lexis is key, otherwise

Perfetti (1991) says that low proficiency in L2 implies building up meaning from words up to small scale units or popositions, which hinders larger scale understanding and critical interpretation

Constant monitoring of text understanding, which adds cognitive load, impeding text understanding

Cunningham (2005). Proficient L1 reader knows at least 5000 words orally

General Aspects

Reading in L1 could imply having already-acquired reading skills which may have an impact on reading in L2

Familiarity with reading genres

Higher-order reading abilities to deal with information

Evaluating information

Getting main ideas

Language processing skills for dealing with L1

Reading in a certain language (L1) may imply the use of different reading strategies Grabe (2009), which might have implications when learning to read in L2

L2 with non-alphabetical ortographies

Characters contain a great deal of information to be interpreted by readers

L2 with alphabetical ortographies

Letter to sound correspondences (extent)

More: Italian, Spanish

Less: English, French

Implications for learners

Spanish learners studying English, for instance, need to adjust their word-processing strategies when reading in English.

Recognize by sight

Parts of words

Frequently ocurring words

Readers need to develop sight recognition of very frequently ocurring words and parts of words

Reading in L2