Transcript Componentes:

Teaching Reading
Types of Written Language
Non-fiction
Manuals
Fiction
Advertisements
Letters
Academic writing
Newspaper
Cartoons
Characteristics of
Written Language
Permanence
Formality
Processing Time
Vocabulary
Complexity
Distance
Orthography
Microskills for
Reading Comprehension
1.Discriminate among the distinctive graphemes
and orthographic patterns of English.
2. Retain chunks of language of different lengths
in short-term memory.
3. Process writing at an efficient rate of speed to
suit the purpose.
4. Recognize a core of words, and interpret word
order patterns and their significance.
5. Recognize grammatical word classes (nouns,
verbs, etc.), systems (e.g., tense, agreement,
pluralization), patterns, rules and elliptical forms.
6. Recognize that a particular meaning may be
expressed in different grammatical forms.
7. Recognize cohesive devices in written
discourse and their role in signalling the
relationship
between
and
among
clauses.
8. Recognize the rhetorical forms of written
discourse and their significance for interpretation.
9. Recognize the communicative functions of
written texts, according to form and purpose.
10. Infer context that is not explicit by using
background knowledge.
11. From events, ideas, etc., described, infer links
and connections between events, deduce causes
and effects, and detect such relations as main
idea, supporting idea, new information, given
information, generalization, and exemplification.
12. Distinguish between literal and implied
meanings.
13. Detect culturally specific references and
interpret them in a context of the appropriate
cultural schemata.
14. Develop and use a battery of reading
strategies, such as scanning and skimming,
detecting discourse markers, guessing the
meaning of words from context, and activating
schemata for the interpretation of texts.
Strategies for Reading
Comprehension
Identify the purpose in reading
Graphemic rules and patterns
Silent reading techniques
Skimming
Scanning
Semantic mapping or clustering
Guessing
Vocabulary analysis
Literal and implied meanings
Discourse markers
Identify the purpose in reading
Efficient reading consists of clearly
identifying the purpose in reading something.
Graphemic rules and patterns
Phonics approaches to reading can be useful for
beginning level, children and non-literate adults.
Silent reading techniques
•You don’t need to ‘pronounce’ each word to
yourself.
•Try to visually perceive more than one word at
a time, preferably phrases.
•Unless a word is absolutely crucial to global
understanding, skip over it and try to infer its
meaning through its context.
Skimming
It consists of quickly running one’s eyes across a
whole text to get the gist.
Scanning
Scanning is to search for some particular
piece or pieces of information in a text.
Semantic mapping or clustering
Semantic maps can be a productive group
work technique as students collectively
induce order and hierarchy to a passage.
Guessing
•Guess the meaning of a word;
•Guess a grammatical relationship;
•Guess a discourse relationship;
•Infer implied meaning (‘between the lines’);
•Guess about a cultural reference and
•Guess content messages.
Vocabulary analysis
Recognizing grammatical and semantic
contexts .
Literal and implied meanings
The fact that not all language can be interpreted
appropriately by attending to its literal, syntactic
surface structure makes special demands on
readers.
Bill walked into the frigid classroom and
immediately noticed Bob, sitting by the open
window.
“Brrrr! He exclaimed, simultaneously eyeing
Bob and the open windows.”
“It’s sure cold in here, Bob.”
“Bob glanced up from his book and growled,
“Oh, all right, I’ll close the window.”
Capitalize on discourse markers
to process relationships
Types of Classroom Reading
Performance
Oral Reading
With beginning and intermediate levels, oral
reading can:
(a) serve as an evaluative check on bottom-up
processing skills,
(b) double as a pronunciation check,
(c) encourage students’ participation if you want
to highlight a certain short segment of a reading
passage.
Disadvantages of too much oral
reading:
(a) oral reading is not a very authentic language
activity;
(b) while one student is reading, others can easily
loose attention (or be silently rehearsing the next
paragraph);
(c) it may have the awkward appearance of
“student participation” when in reality it is mere
recitation.
Silent Reading
Silent reading may be subcategorized into
intensive and extensive reading.
Intensive - It is a classroom-oriented activity in
which students focus on the linguistic or
semantic details of a passage.
Extensive - It is carried out to achieve a general
understanding of a text.
Principles for Designing
Interactive Listening
1. In an interactive curriculum, make sure that
you do not overlook the importance of specific
instruction in reading skills.
2. Techniques should be intrinsically motivating.
3. Techniques should utilize authentic language
and contexts.
4. Encourage the development of reading
strategies.
5. Consider subdividing your techniques into
pre-reading, during reading and after
reading phases.
a) Before you read
b) While you read
c) After you read
6. Build in some evaluative aspect to your
techniques.
a) Doing - the reader responds physically to a
command
b) Transferring - the reader summarizes orally
what is read
c) Choosing - the reader selects from alternatives
posed orally or in writing
d) Answering - the reader answers the questions
about the message
e) Condensing - the reader outlines or takes notes
on a passage
f) Extending - the reader provides an ending to a
story.
g) Duplicating - the reader translates the message
into the native language or copies it (beginning
level, for very short passages only).
h) Modeling - the reader puts together a toy, for
instance, after reading directions for assembly.
i) Conversing - the reader engages in a conversation
that indicates appropriate processing of information.
“The Digital Generation and the Reading
Experience” by Julia Starr Keddle – New
Routes Magazine
Hi! Wot shll we do 2nite?
Shll we go 2 c a film? Do u no wots on?
Wot r u doing @ the moment?
Im sittin on a bus. I go 2 my guitar lesson on Fri.
It ends @ 5PM.
Y don’t u come 2 my house? C u l8er.
Dan
The End
Cleber Sardinha
http://clebersardinha.wordpress.com
[email protected] (Orkut)
Cristiane Fernanda
http://brasilalmamulticor.wordpress.com
[email protected]
[email protected]