Teaching Reading

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Teaching Reading
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Types of Written Language
Non-fiction


Fiction
Manuals
Letters
Advertisements
Newspaper
Academic writing
Cartoons
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Characteristics ofWritten Language
Permanence
Processing Time
Formality
Distance
Vocabulary
Complexity
Orthography
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Microskills for Reading Comprehension

• 1.Discriminate among the distinctive graphemes
  and orthographic patterns of English.
• 2. Retain chunks of language of different lengths
  in short-term memory.
• 3. Process writing at an efficient rate of speed
  to suit the purpose.
• 4. Recognize a core of words, and interpret word
  order patterns and their significance.

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5. Recognize grammatical word classes (nouns,
verbs, etc.), systems (e.g., tense, agreement,
pluralization), patterns, rules and elliptical
forms. 6. Recognize that a particular meaning may
be expressed in different grammatical forms. 7.
Recognize cohesive devices in written discourse
and their role in signalling the relationship
between and among clauses.8. Recognize the
rhetorical forms of written discourse and their
significance for interpretation.
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• 9. Recognize the communicative functions of
  written texts, according to form and purpose.10.
  Infer context that is not explicit by using
  background knowledge.
• 11. From events, ideas, etc., described, infer
  links and connections between events, deduce
  causes and effects, and detect such relations as
  main idea, supporting idea, new information,
  given information, generalization, and
  exemplification.

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12. Distinguish between literal and implied
meanings. 13. Detect culturally specific
references and interpret them in a context of the
appropriate cultural schemata. 14. Develop and
use a battery of reading strategies, such as
scanning and skimming, detecting discourse
markers, guessing the meaning of words from
context, and activating schemata for the
interpretation of texts.
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Strategies for Reading Comprehension
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Identify the purpose in reading
Graphemic rules and patterns
Silent reading techniques
Skimming
Scanning
Semantic mapping or clustering
Guessing
Vocabulary analysis
Literal and implied meanings
Discourse markers
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Identify the purpose in reading
Efficient reading consists of clearly identifying
the purpose in reading something.
Graphemic rules and patterns
Phonics approaches to reading can be useful for
beginning level, children and non-literate adults.
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Silent reading techniques

• You dont need to pronounce each word to
  yourself.
• Try to visually perceive more than one word at a
  time, preferably phrases.
• Unless a word is absolutely crucial to global
  understanding, skip over it and try to infer its
  meaning through its context.

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Skimming
It consists of quickly running ones eyes across
a whole text to get the gist.
Scanning
Scanning is to search for some particular piece
or pieces of information in a text.
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Semantic mapping or clustering
Semantic maps can be a productive group work
technique as students collectively induce order
and hierarchy to a passage.
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Guessing

• Guess the meaning of a word
• Guess a grammatical relationship
• Guess a discourse relationship
• Infer implied meaning (between the lines)
• Guess about a cultural reference and
• Guess content messages.

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Vocabulary analysis
Recognizing grammatical and semantic contexts .
Literal and implied meanings
The fact that not all language can be interpreted
appropriately by attending to its literal,
syntactic surface structure makes special demands
on readers.
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Bill walked into the frigid classroom and
immediately noticed Bob, sitting by the open
window. Brrrr! He exclaimed, simultaneously
eyeing Bob and the open windows. Its sure
cold in here, Bob.
Bob glanced up from his book and growled, Oh,
all right, Ill close the window.
Capitalize on discourse markers to process
relationships
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Types of Classroom Reading Performance

• Oral Reading
• With beginning and intermediate levels, oral
  reading can
• (a) serve as an evaluative check on bottom-up
  processing skills,
• (b) double as a pronunciation check,
• (c) encourage students participation if you want
  to highlight a certain short segment of a reading
  passage.

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Disadvantages of too much oral reading (a) oral
reading is not a very authentic language
activity (b) while one student is reading,
others can easily loose attention (or be silently
rehearsing the next paragraph) (c) it may have
the awkward appearance of student
participation when in reality it is mere
recitation.
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Silent ReadingSilent reading may be
subcategorized into intensive and extensive
reading. Intensive - It is a
classroom-oriented activity in which students
focus on the linguistic or semantic details of a
passage.Extensive - It is carried out to
achieve a general understanding of a text.
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Principles for Designing Interactive Listening

• 1. In an interactive curriculum, make sure that
  you do not overlook the importance of specific
  instruction in reading skills.
• 2. Techniques should be intrinsically motivating.
• 3. Techniques should utilize authentic language
  and contexts.

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• 4. Encourage the development of reading
  strategies.
• 5. Consider subdividing your techniques into
  pre-reading, during reading and after reading
  phases.
• a) Before you read
• b) While you read
• c) After you read

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• 6. Build in some evaluative aspect to your
  techniques.
• a) Doing - the reader responds physically to a
  command
• b) Transferring - the reader summarizes orally
  what is read
• c) Choosing - the reader selects from
  alternatives posed orally or in writing
• d) Answering - the reader answers the questions
  about the message
• e) Condensing - the reader outlines or takes
  notes on a passage

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• f) Extending - the reader provides an ending to
  a story.
• g) Duplicating - the reader translates the
  message into the native language or copies it
  (beginning level, for very short passages only).
• h) Modeling - the reader puts together a toy,
  for instance, after reading directions for
  assembly.
• i) Conversing - the reader engages in a
  conversation that indicates appropriate
  processing of information.

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The Digital Generation and the Reading
Experience by Julia Starr Keddle New Routes
Magazine

• Hi! Wot shll we do 2nite?
• Shll we go 2 c a film? Do u no wots on?
• Wot r u doing _at_ the moment?
• Im sittin on a bus. I go 2 my guitar lesson on
  Fri. It ends _at_ 5PM.
• Y dont u come 2 my house? C u l8er.
• Dan

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The End
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