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Chapter 5 Building Bridges to Text (Supporting Academic Reading) (What is…
Chapter 5
Building Bridges to Text (Supporting Academic Reading)
What is the "Best" Way to Teach Reading?
Traditional, or ''Bottom-Up," Approaches
-"phonics-based approach"-focus on basic skills (letters, sound)
-recognizing simple words in isolation to reading simple sentences
-meaning sacrificed to form
-EL disadvantage = few links to home langauge and reading becomes abstract
Whole Language, or "Top-Down," Approaches
-primary focus is on reading
-access to rich range of text models
-three kinds of knowledge to gain meaning: (1) semantic (field knowledge, knowledge of the world) (2) syntactic (knowledge of structure) (3) graphophonic (knowledge of sound-letter relationship)
-EL disadvantage = may not be able to read this way, unable to locate main ideas or recognize organizational structure
Interactive Approaches to Reading
-schema = personal and cultural experiences
-schema theory suggests that meaning does not reside on just words but the interaction with the reader
Critical and Social Approaches to Reading
-Important for learners to critique and question text
-interpretation of reading differs depending on culture backgroud
Assembling the Jigsaw Puzzle
Reader as Code Breaker
reader needs to engage in the writing and going back to the basics of decoding the words
Reader as Text Participant
connect the text with their own social and cultural knowledge and prior experience
Reader as Text User
reader knows how to participate in the social activities in which the written text plays a major role
Reader as Text Analyst
read critically, understand the text and imply what it means
Some Reading-Related Activities
Before Reading Activities
-prediction from a picture, diagram, or other visuals
-prediction from key words, the title, or the first sentence
-personal narrative/experience
-semantic web (concept map)
-reader questions (questions text might answer)
-sequencing illustrations
-skeleton text (overall outline with key pieces missing)
-previewing the text (provide explicit information what the text contains)
During Reading Activities
-scanning for information (skim)
-pause and predict (what will happen next)
-margin question (questions that occur when reading)
-scaffolding a detailed reading (provide support, focus learners' attention to on the pattern of language in a text and the meaning)
-Identifying paragraph parts (topic, supporting details, final sentence)
-reading critically (recognizing how language works- Questioning the text, language analysis)
After-Reading Activities
-true/false statements
-graphic outlines (timelines, cause and effect, compare and contrast, information summary)
-summarizing the text (focus on essential ideas of text)
-cloze activities (deletion of words)
-sentence reconstruction (focus on word order of complex sentences)
-jumbled words
-innovating on the text (maintain key structures but rewrite it with different content)
-cartoon or cartoon strip
-readers theatre
Key Concepts
-Learners need to interact with and actively process texts
-successful reading depends on activities
-reading activities occur before, during, and after reading
-help learners comprehend
-learners need to be shown different strategies