Transcript TEACHING READING - Amazon Web Services

TEACHING READING
Reading Purposes
Intensive reading
Extensive reading
Reading Purposes
Munby:
• INTENSIVE READING
• EXTENSIVE/RECEPTIVE READING
Reading Purposes (cont’d)
Grellet:
• INTENSIVE READING
• EXTENSIVE/RECEPTIVE READING
• SKIMMING
• SCANNING
From Omaggio, A.
Models of Reading Comprehension
Barnett:
• BOTTOM UP
Models of Reading Comprehension
(cont’d)
Barnett:
• TOP DOWN: experience and intelligence to
understand — schemata
We need to consider:
a) The interactive nature of reading: Ss are
individuals who approach the text with
different background knowledge,
interests, motivation,etc.
b) The PURPOSES--- why? MY objective?
Strategies and processes involved?
Activities designed to check comprehension
aim at:
a) Clarifying CONTENT: Understanding
facts, implications, suppositions.
b) Clarifying DISCOURSE STRUCTURE: i.e.
function of the passage, argumentative
organization, rhetorical structure, use of
cohesive devices, relationship between
sentences, etc.
From Brown, D.
Elements to consider when
teaching reading:
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Top down & bottom up processing
Schema theory
Strategic reading
Extensive reading
Fluency
Vocabulary
Role of the culture
Age of students
From Brown, D.
Characteristics of written language:
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Different GENRES
Permanence
Processing time
Distance
Orthography
Complexity
Vocabulary
Formality
From Omaggio, A.
Techniques for Teaching Reading Skills
Phillips’ 5 stages plan:
1) PRE-TEACHING / PREPARATION STAGE
Activities:
• Brainstorming
• Looking at visuals, headline, titles, graphics,
etc.
• Predicting from title or first lines
2) SKIMMING / SCANNING STAGES
Activities:
• Identifying topic sentence and main ideas
• Multiple choice on best paraphrase
• Matching subtitles and paragraphs
• Filling in charts
• Creating headlines for different sections
• Making global judgements or reacting
3) DECODING / INTENSIVE READING:
(Harmer) addresses the ‘vocabulary
question’:
How do we cope with
Ss’ desperation to know
every single word?
4) COMPREHENSION STAGE:
E.g.
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Wh-questions
True/False questions
Multiple choice
Gap-filling exercises
Tables/charts to
complete
Sorting/grouping
Sequencing
Matching
Comprehension Questions
Types of comprehension
questions:
•Literal
•Reorganization
•Inference
•Evaluation
Forms of questions:
•Yes/No
•Alternative
•True or False
•Wh•Multiple choice
5) TRANSFERABLE / INTEGRATING SKILLS:
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Summarizing
Discussing
Relating topics to own reality
Think-pair-share
Response journals
Extension activities of various kinds
From Brown, D.
Strategies for Reading Comprehension
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Identify the PURPOSE in reading
Aid bottom up decoding
Use effective silent reading techniques
Use semantic mapping or clustering
Encourage Ss to guess when uncertain
Help Ss analyse vocab, distinguish
literal and implies meaning
From Brown, D.
Principles for teaching Reading Skills
1) Do not overlook specific focus on
reading skills
2) Use intrinsically motivating skills
3) Balance authenticity and readability
(SUITABILITY, EXPLOITABILITY, READABILITY)
4) Encourage the development of reading
strategies
5) Include BOTH bottom up and top down
strategies
6) Follow the SQ3R sequence:
Survey
Question
Read
Recite
Review
7) Plan for ALL the 5 stages
8) Build an assessment aspect into your
techniques
From Harmer, J. (2)
Principles for teaching Reading Skills
1) Reading is NOT a passive skill
2) Ss need to be engaged with what they
are reading
3) Ss should be encouraged to respond to
the content of a reading text
4) Prediction is a major factor in reading
5) Match the task to the topic
6) Good teachers exploit reading texts TO
THE FULL
From Harmer, J.
Roles of the Teacher in Reading Lessons
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ORGANISER
OBSERVER
FEEDBACK ORGANISER
PROMPTER