Teaching Reading
1) Characteristics of Written Language
2) Types of Classroom Reading Performance
3) Types of Assessment tasks
① Permanence:
As long as the medium that delivers the text is preserved, written language has permanence.
② Processing time:
Most reading contexts allow readers to read at their own rate. It's reader-oriented.
③ Distance:
Written language is far between the writer who wrote and the reader who reads it. Because there is a difference in the time and space in which the author writes and the reader reads are different, the written language is decontextualized.
④ Orthography:
In spoken language, we have phonemes. Like this, in writing, we have graphemes.
⑤ Complexity:
Writing has longer clauses and more subordination than spoken language, which makes the written language more complex. It is the biggest difference with spoken language.
⑥ Vocabulary:
Written English typically utilizes a greater variety of lexical items than spoken conversational English.
⑦ Formality:
In writing, there are prescribed forms that certain written messages must adhere to such as menu, rhetorical formality in essay writing.
Oral:
evaluative check on bottom-up (pronunciation check)
/ participation and highlighting segment of reading passage
Silent
Intensive:
Students focus on the linguistic
or semantic details of a passage
Extensive:
to achieve a general understanding
of a usually somewhat longer text
Linguistic
Content
Skimming
Scanning
Global
Perceptive reading:
recognition of symbols, letters, words
reading aloud
copying (reproduce in writing)
multiple-choice recognition (including T/F, fill in the blank)
picture-cued identification
Selective reading:
focus on morphology, grammar, lexicon
multiple choice grammar/vocabulary tasks
contextualized multiple choice (within a short paragraph)
sentence-level cloze task
matching tasks
grammar/vocabulary editing tasks (multiple choice)
picture-cued tasks
gap-filling tasks
Interactive reading
discourse-level cloze tasks
(requiring knowledge of discourse)
reading + comprehension questions
short-answer responses to reading
discourse editing tasks
scanning
re-ordering sequences of sentences
responding to charts, maps, graphs, diagrams
Extensive reading
skimming
summarizing
responding to reading through short essays
note taking, marginal notes, highlighting
outlining