Transcript Document 7478149

Components of
Reading Abilities
张Andy
http://www.tronest.cn
OUTLINE
1.
How do you achieve comprehension?
2.
What stand in the way of comprehension?
3.
What are components of reading abilities?
Two Excerpts

冻合玉楼寒起粟，光摇银海眩生花。

Before the detonation, Fermi had torn a sheet of
notebook paper into bits. As he felt the first quiver
of the shock wave, he released the shreds above his
head. They fluttered down and landed about two
and a half yards behind him.
How do you achieve comprehension?
Difficulties
1.
2.
3.
4.
5.
Fish fish fish.
我是胖人，不是粗人。
Forbidden fruit is sweet.
令堂可是令尊表姐？
The mirror told me a story.
狂奔的蜗牛。
They can fish here.
咬死了猎人的狗。
Apart from complementary distribution, a phoneme
may sometimes have free variants.
除了互补分布之外，音位有时可能也有自由变体。
6.
Thus, approaching personal dilemmas as Fermi
problems can become a habit that enriches your life.
Components
1.
Word Recognition
2.
Syntactic Parsing
3.
Semantic Construction
4.
Text Model
5.
Situation Model
6.
Background Knowledge
7.
Working Memory
8.
Executive Control
1. Word Recognition

The most fundamental requirement for
fluent reading comprehension is rapid
and automatic word recognition.
Unconsciously and
cannot be suppressed
Four to five words per
second
Rapidity and automaticity apply as well to the other 7 processes
2. Syntactic Parsing
1.
Whenever
2.
I would bring any of my friends back to my room
3.
all I had to do
4.
was just glance once at Sucker
5.
and he would get up from
6.
whatever he was busy with
7.
and maybe half smile at me,
8.
and leave without saying a word.
3. Semantic Construction

A third basic process that starts up
automatically as we begin any reading
task is the process of combining word
meanings and structural information into
basic clause-level meaning units.
4. Text Model

The text model of comprehension is a set of
main ideas that the reader develops . It
amounts to an internal summary of main ideas.
An example：My first job
大学英语精读第二册第四课
Text interpretation

Try to summarize each paragraph:
1.
I applied for a teaching post (the reasons).
I went for an interview (a long way to Croydon).
The school came into sight (external description).
The headmaster showed up (his appearance).
I was interviewed (internal description).
He introduced the teaching set-up (time, subject, etc).
The teaching set-up filled me with fear (reasons).
I mentioned the salary (the real boss mentioned).
I detested working under a woman (interview over).
2.
3.
4.
5.
6.
7.
8.
9.
Text interpretation

Part division
Parts Paras
Main Ideas
1
1
2
2-8
I went for an interview.
3
9
I refused the job offer.
I applied for a teaching job.
5. Situation Model

Almost immediately the reader will
begin to interpret the information from
the text in terms of his or her own goals,
feelings and background expectations.
This explains the existence of different
interpretation of a single text.
An example：The Road Not Taken
5. Situation Model
①
③
Two roads diverged in a yellow wood,
And both that morning equally lay
And sorry I could not travel both
In leaves no step had trodden black.
And be one traveler, long I stood
Oh, I kept the first for another day!
And looked down one as far as I could
Yet knowing how way leads on to way,
To where it bent in the undergrowth;
I doubted if I should ever come back.
②
④
Then took the other, as just as fair,
I shall be telling this with a sigh
And having perhaps the better claim,
Somewhere ages and ages hence:
Because it was grassy and wanted wear;
Two roads diverged in a wood, and I--
Though as for that the passing there
I took the one less traveled by,
Had worn them really about the same,
And that has made all the difference.
6. Background Knowledge

As the reader transforms information from
clause-level meaning units to the text model
of comprehension and then to the elaborated
situation model of reader interpretation,
background knowledge takes on the most
importance (in inferring.)
Refer to the previous examples
7. Working Memory

Working memory keeps information active for one
or two seconds while it carries out the appropriate
processes. If processing of active information is
not done quickly enough, the information fades
away and must reactivated, taking more resources
and making the reading process inefficient.
8. Executive Control

Text Model and Situation Model
construction require the abilities to oversee,
or monitor ,comprehension, use strategies
as needed, reassess and reestablish goals,
and repair comprehension problems.