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Reading Teaching, RESEARCH ON READING IN A SECOND LANGUAGE, BOTTOM-UP…
Reading Teaching
GENERES OF WRITTEN LANGUAGE
nonfiction
letters
electronic
diaries
fiction
academics
TYPES FOR ASSESSING READING
Perceptive Reading
-Reading loud, Copying, Multiple choice recognize, picture cued identification
Selective Reading
Multiple choice grammar, contextualized multiple-choice, sentence-level choice tasks, matching tasks, grammar/vocabulary editing, picture cued tasks, gap filling tasks.
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Interactive Readings
Discourse-level choice tasks, reading+comprehension cuestions, short answer responses to reading, discourse editing tasks, scanning, recprdering sequences of sentences, responding to charts, maps, graphsdiagrams.
Extensive Reading
skimming, summarizing, responding to reading through short essays, note taking, marginal notes, highlighting, outlining
TYPES OF CLASSROOM READING PERFORMANCE
Oral and Silent Reading
Talk in the class orally by words or in silence for a better compehension of the text
Intensive and Extensive Reading
Intensive reading is done when we do a classroom oriented activity and the extensive reading when we do joyful, interesting and long readings.
TWO READING LESSONS
First Excerpt: Pre-Reading focus on vocabulary; While-Reading on guessing words meaning from one context; Post-Reading exercises on inference, note taking and discussion.
Second Excerpt: Objective focus on main ideas, connotations, antonyms, dictionary uses, note taking and critical thinking.
Assessing Reading
The classic peinciples of classroom assessment applyto your attemps to assess reading comprehension: be specific about which micro- or macroskills you are assessing; identify the genre of written communication that is being evaluated; and choose carefully among the range of posibilities from simply perceiving letters or words all the way to extensive reading.
Strategies for Reading Comprehension
Identify the purpose in reading: Make sure the students know their purpose in reading something.
Use graphemic rules and patterns to aid in bottom-up decoding: One of the difficulties students encounter in learning to read is making correspondence between spoken and written English.
Use efficient silent reading techniques for improving fluency: We don't need to pronounce each word to ourselves, try to visually perceive more than one-word time preferably phrases, unless a word is absolute to global understanding, skip over it and try to infer its meaning from Its context.
Skim the text for specific information: Skim the text for main ideas Skimming consists of quickly running one's eyes across a whole text for its gist. Skimming gives readers the advantage of being able to predict the purpose of the passage
Scan the text for specific information: It is quickly searching for some particular piece of information in a text. such as looking for names, dates, definitions, and key concepts.
Use semantic mapping or clustering: The strategy of semantic mapping or grouping ideas into meaningful clusters helps the reader to provide some order to the chaos.
Guess when you are not certain: The key to successful guessing is to make it reasonably accurate. They fill in the gaps in their competence by intelligent attempts to use whatever clues.
Analyze vocabulary: Look for suffixes, look for prefixes, look for roots that are familiar, and Look for grammatical contexts that may have signal information.
Distinguish between literal & implied meaning: This requires the application of top-down processing skills.
Capitalize on discourse markers to process the relationship: English signal relationships among ideas as
expressed through phrases, clauses, and sentences.
Micro Skills
Discriminate among the distinctive graphemes and orthographic patterns of English
Retain chunks of the language of different lengths in short-term memory
Comprehend written language at an efficient rate of speed to suit the purpose
Recognize a core of words, and interpret word order patterns and their significance.
Recognize grammatical words classes (nouns, verbs, etc)
Recognize that a particular meaning may be expressed in different grammatical forms
Macro skills
Recognize cohesive devices in written discourse
Recognize the theoretical forms of written discourse and their significance for interpretation
Recognize the communicative functions of written texts
Infer context that is not explicit by using background knowledge
Infer links and connections between events, ideas, etc.
Distinguish between literal and implied meanings
Detect culturally specific references and interpret them in a context
Develop and use a battery of reading strategies such as scanning and skimming
Characteristics of Written Language
Permanence: Spoken language is fleeting. Written language is permanent.
Processing Time: A corollary is the processing time, which is a time-conscious society, which is good or bad news.
Distance: Two dimensions: physical distance and temporal distance. The reader should interpret language that was written in another place at other times & with only the written words as contextual clues.
Orthography: Writing’s graphemes. Readers must do their best to infer, interpret, and “read between the lines.”
Complexity: Writing is more complex than speech. It has longer clauses and more subordination.
Vocabulary: Written English utilizes a greater variety of lexical items. Learners should refrain from the frequent use of a bilingual dictionary.
Form: Writing is quite formal frequently more formal than speech. Formality refers to prescribed forms.
PRINCIPLES FOR TEACHING READING SKILLS
1.- In an integrated course, include a focus and reading skills.
2.- Offer reading on relevant, interesting, motivating topics.
3.- Balance authenticity and readability in choosing texts
4.- Encourage the development of reading strategies.
5.- Include both bottom-up and top-down techniques.
6.- Follow the "SQ3R" Sequence.
7.- Design Pre-Reading, While-Reading, and Post-Reading Phases.
8.- Build Ongoing(Informal) assessment into your techniques.
9.- Distinguish between literal and implied meanings.
10.- Capitalize on discourse markers to process relationships.
RESEARCH ON READING IN A SECOND LANGUAGE
SCHEMA THEORY AND BACKGROUND KNOWLEDGE(type of language I or F and conext)
SECOND LANGUAGE LITERACY(changes in the language through time)
FOCUS ON VOCABULARY
READING RATE , FLUENCY , AND AUTOMATICY
THE ROLE OF AFFECT AND CULTURE(improve reading skills)
EXTENSIVE READING (Reading by oneself )
READING RATE , FLUENCY , AND AUTOMATICY
THE ROLE OF AFFECT AND CULTURE(improve reading skills)
BOTTOM-UP (linguistic signals) TOP-DOWN PROCESSING (chose information )