Developing Oracy and Literacy I

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Developing Oracy and Literacy I

• Tony Mahon
• Lecture 2

The Process of Reading
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Structure of the lecture

• Integrating oracy and literacy
• Models of literacy development
• Definitions of reading
• Reading as an interactive/transactional process
• Cues for constructing meaning
• Process of reading
• Characteristics of poor and successful readers

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Integrating the teaching of oracy and literacy
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Bottom-up Model

• MEANING
• text
• paragraphs
• sentences
• words
• letters/sounds

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Bottom-up Model
Top-down Model
Knowledge Experiences Emotions readers or
speakers intentions MEANING

• MEANING
• text
• paragraphs
• sentences
• words
• letters/sounds

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Interactive / interactional Model
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Transactional Model
Social\situational Context
Social\situational Context
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Definitions of reading

• Reading is
• nothing more than the correlation of a sound
  image with its corresponding visual image.
  (Bloomfield, 1938)
• an active process of constructing meaning by
  connecting old knowledge with new information
  encountered in the text. (Anderson Pearson,
  1984)

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Definitions of reading

• Reading is
• the process of understanding written language a
  perceptual and a cognitive process. A skilled
  reader must be able to make use of sensory,
  syntactic, semantic and pragmatic information to
  accomplish his task. These various sources of
  information appear to interact in many complex
  ways during the process of reading.
• (Rumelhart, 1985)

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Definitions of reading

• Reading is
• a transaction involving a particular reader and a
  particular text, and occurring at a particular
  time in a particular context. The meaning does
  not reside ready-made in the text or the reader,
  but comes into being during the transaction
  between reader and text.
• Rosenblatt, 1978

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Reading as an interactive/ transactional process
Readers background knowledge
STRATEGIES
task
text
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So, what happens when we read?How do we read?
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Cues in constructing meaning
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Semantics

• uses personal experience and background
  knowledge
• prior experience with topics
• familiarity with concepts

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Syntax

• uses knowledge of the structure of the language
• awareness of how words are ordered to form
  phrases and sentences

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Grapho-phonics

• uses knowledge of sound symbol relationships
• awareness of how letters and sounds go together
• print conventions, e.g. spelling, punctuation

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Pragmatics
uses knowledge of the social rules and
conventions of language used in particular
contexts
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Pragmatics
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Pragmatics
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Pragmatics
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Context
particular context in which pragmatics (social
rules and conventions) may affect processing of
semantic, syntactic or grapho-phonic cues, or
combinations of all three cues.
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Using the cueing system

• We use these cues at 2 levels
• Unconscious/ Intuitive level
• This means we use them automatically.
• Skilled readers use them in this way.
• Conscious / Metacognitive level
• This means we have to think about the cues
• when we encounter problems in reading.
• This is part of being a strategic reader.

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Using the cueing system
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A stonter came up. He looked at the
children. Children! said the stonter.
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A pirate came up. He looked at the
children. Children! said the pirate.
pirate
pirate
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The process of constructing meaning
Sampling
Expectations
Confirming/ modifying
Predicting
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Alice in Wonderland
alicewasbeginningtogetverytiredofsittingby
hersisteronthebankandofhavingnothingto
doonceortwiceshehadpeepedintothebookher sisterwas
readingbutithadnopicturesor conversationsinitandwh
atistheuseofa bookthoughtAlicewithoutpicturesor co
nversations
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Alice was beginning to get very tired of sitting
by her sister on the bank, and of having nothing
to do once or twice she had peeped into the book
her sister was reading, but it had no pictures or
conversations in it, and what is the use of a
book, thought Alice, without pictures or
conversations?
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So she was considering in her own mind (as well
as she could, for the hot day made her feel very
sleepy and stupid), whether the pleasure of
making a daisy-chain would be worth the trouble
of getting up and picking the daisies, when
suddenly a White Rabbit with pink eyes ran close
by her.
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So she was considering in her own mind (as well
as she could, for the hot day made her feel very
sleepy and stupid), whether the pleasure of
making a daisy-chain would be worth the trouble
of getting up and picking the daisies, when
suddenly a White Rabbit with pink eyes ran close
by her.
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In another moment down went Alice after it,
never once considering how in the world she was
to get out again. The rabbit hole went straight
on like a tunnel for some way, and then dipped
suddenly down, so suddenly that Alice had not a
moment to think about stopping herself before she
found herself falling down what seemed a very
deep well.
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In another moment down went Alice after it,
never once considering how in the world she was
to get out again. The rabbit hole went straight
on like a tunnel for some way, and then dipped
suddenly down, so suddenly that Alice had not a
moment to think about stopping herself before she
found herself falling down what seemed a very
deep well.
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Digital Signal Processing

• CMOS has better noise immunity than TTL.
  Electrical noise can appear as spikes in any
  circuit. This can cause false signals to appear
  as the ICs respond to these changes. TTL ICs can
  be protected by the use of capacitors connected
  across the power supply and located very close to
  the IC. But with CMOS ICs, this precaution is not
  needed.

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Een inleidend hoofdstuk over de loopban na de
studie, over salaris en de kansen en
ontwikelingen op de arbeidsmarkt. Mar ook over
het schrijven op een vacature, het voeren van een
goed sollicitatiegesprek en de noodzaak van een
waterdicht arbeidscontract.
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Characteristics of poor readers and successful
readers

• Poor readers
• think understanding occurs from getting the
  words right and re-reading
• use strategies such as rote memorisation and
  rehearsal

• Successful readers
• understand they can construct meaning using their
  prior knowledge
• develop a repertoire of reading strategies,
  organisational patterns and genres

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Characteristics of poor readers and successful
readers

• Poor readers
• are poor strategy users
• do not think strategically to solve problems
• do not know when they have good comprehension

• Successful readers
• think strategically to plan, monitor their
  comprehension revise their strategies
• persevere in the face of contradiction,
  inadequate information, stress
• have strategies to deal with problems
• are good strategy users

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Characteristics of poor readers and successful
readers

• Poor readers
• have low self-esteem
• see success or failure as the result of luck or
  teacher bias

• Successful readers
• have self-confidence that they are effective
  learners have expectations that they will
  succeed
• see success as result of hard work and efficient
  thinking

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Developing Oracy and Literacy I

• Tony Mahon
• Lecture 2

The Process of Reading