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Teaching Reading - Coggle Diagram
Teaching Reading
Characteristics of Written language
Permanence
permanent
(spoken lg : fleeting)
While spoken language is
fleeting
so that the hearer has to make immediate perceptions and immediate storage, written language is
permanent
, so the reader can return to a word, phrase, or sentence again and again.
Processing time
reader-oriented
Readers can read at their own rate. Readers can develop very rapid reading rates, but slow readers can feel inferior to the 'printed word'. However, fast readers do not necessarily have an advantage over slow readers.
Distance
Physical distance & Temporal distance
Written language was written in some other place at some other time, so the reader has to interpret language without other cues. So, the text is the only
contextual
cue, and this sometimes
decontextualized
nature of writing also makes reading difficult.
Orthography
graphemes
(spoken lg : phonemes)
In writings, English orthography is highly predictable, because readers can consider morphological information as well.
Complexity
cognitive complexity
(spoken lg : linguistic complexity)
Writing has longer clauses and more subordination
than spoken language.
Vocabulary
lower-frequency words
often appear in writing.
(spoken lg : higher-frequency words)
Formality
writing is more
formal
than speech.
Formality refers to prescribed form that certain written messages must adhere to.
rhetorical or organizational formality
Types of assessment tasks
Perceptive reading
: recognition of symbols, letters, words
reading aloud
copying
(reproduce in writing)
multiple-choice recognition
(including true-false and fill-in-the-blank)
picture-cued identification
Selective reading
multiple choice grammar/voca tasks
contextualized multiple choice
(within a short paragraph)
sentence-level cloze tasks
matching tasks
grammar/vocabulary editing tasks
(multiple choice)
picture-cued tasks
(Ss choose among graphic representations)
gap-filling tasks
(sentence completion)
Interactive reading
discourse-level cloze tasks
(requiring knowledge of discourse)
reading+comprehension questions
short-answer editing tasks
(multiple choice)
scanning
re-ordering sequences of sentences
responding to charts, maps, graphs, diagrams
Extensive reading
skimming
summarizing
responding to reading through short essays
outlining
Types of classroom
reading performance
Oral reading
can serve as an evaluative check on bottom-up processing skills
double as a pronunciation check
serve to add some extra student participation
not a very authentic language activity
other students can easily lose attention
can be just mere recitation
Silent reading
Intensive reading
Classroom oriented activity
calls students' attention to grammatical forms, discourse markers, and other surface structure details
taking a closer look at a text("zoom lens")
can be a content-related reading
Linguistic
Content
Extensive reading
carried out to achieve a general understanding
usually performed outside of class time
can be pleasure reading(reading for enjoyment)
can help learners get away form overanalyzing or looking up words.
Skimming
Scanning
Global