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Teaching Reading - Coggle Diagram
Teaching Reading
1) Characteristics of Written Language
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.
3) Types of Assessment tasks
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
2) Types of Classroom Reading Performance
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
Linguistic
Content
Extensive:
to achieve a general understanding
of a usually somewhat longer text
Skimming
Scanning
Global