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Reading (Section 3: Principles for Teaching Reading (3. Teach for…
Reading
Section 1: What is Reading?
"a flunt process of readers combining information from a text and their own background knowledge to build meaning"
text, the reader, fluency, and strategies combined = act of reading
Strategic Reading
ability to use a wide variety of reading strategies
Fluent Reading
the ability to read at an appropriate rate with adequate rate
2 Aspects of Teaching Reading
teaching learners who are learning to read for the very first time
teaching learners who already have reading skills in their L1
Section 2: Background to the Teaching of Reading
Silent Reading
reading to yourself (silent activity)
Reading Processes
Bottom-up Model
typically consists of lower level reading processes
Phonics Approach (supports bottom-up model)
Graded Reader Approach
Intensive Reading
develop comprehension and/or particular reading skill
used in order to get new information
Top-down Model
begin wit the idea that comprehension resides in the reader
teacher should focus on meaning generating activities
Meaning-based approach/
Whole language approach
Feature 1: literature-based approach
Feature 2: student-centered
Feature 3: reading is integrated with writing
Feature 4: emphasis is on constructing meaning
Extensive Reading
for fun/pleasure
reading many books without a focus on classroom exercises that may test comprehension skills
Interactive Models of Reading
"efficiently integrate both bottom-up and top-down processes
extensive reading & intensive reading
Section 3: Principles for Teaching Reading
1. Exploit the Reader's Background Knowledge
life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one's L1 & L2 works, cultural background knowledge
can be enhanced significantly if activated by: setting goals, asking questions, making predictions, teaching text structure ..
2. Build a Strong Vocabulary Base
explicitly taught
teach to guess menaings by context
3. Teach for Comprehension
asking questions
Monitoring Comprehension
monitoring the process, not the results
readers should use both cognitive & metafcognitive skills
cognition: thinking
metacognition: thinking about our thinking
questions should be asking during the process not after the reading
4. Work on Increasing Reading Rate
fluent readings
200 words-per-minute with at least 70% comprehension
5. Teach Reading Strategies
verbalize their thought processes as they read
skimming, scanning, predicitons, identifying main idea
6. Encourage Readers to Transform Strategies to Skills
Strategies
"conscious actions that learners take to achieve desired goals/objectives"
Skills
"a strategy that has become automatic"
7. Build Assessment and Evaluation into your Teaching
Quantitive Assessment
information from reading comprehension tests as well as reading rate data
Qualitative Assessment
reading journal responses, reading interest surveys, responses to reading strategy checklists
8. Strive for Continuous Improvement as a Reading Teacher
be passionate
need to understand the nature of the reading process
Section 4: Classroom Techniques and Tasks
ACTIVE
A: Active Prior Knowledge
anticipation guide
C: Cultivate Vocabulary
word webs
T: Teach for Comprehension
how to make inferences
I: Increase Reading Rate
repeated reading
V: Verify Reading Strategies
think-aloud protocols
E: Evaluate Process
reading journals