Nile tesol2013 dr.omar
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Transcript of Nile tesol2013 dr.omar
To Read or Not to ReadThat is the question
Omar Al Noursi
NILE TESOL 2013
Institute of Applied TechnologyUnited Arab Emirates
British Council Presenter scholarship
NILE TESOL 2013
1.Decline in reading2.Need for improving reading comprehension3.Sources of reading comprehension difficulties
4.Improving reading comprehension
Agenda
NILE TESOL 2013 The purpose of learning to read
Introduction
NILE TESOL 2013
the British Council’s 2010 report on IELTS .
Marsden (2002)
Marsden and Wallace (2001)
O’Sullivan (2004)
READING ABILITIES ARE IN DECLINE.
NILE TESOL 2013
Much of a student’s success is based on reading comprehension skills.
reading failure can last an entire lifetime and make higher education and higher earnings out of reach
literacy is also seen as essential for success in the workplace.
The need for improving reading comprehension
NILE TESOL 2013
reading also enhances learning English in multiple ways :
Absorb Vocabulary, grammar and sentence structures as they occur in authentic contexts
building solid information about different topics reading boosts analytical thinking insights into the lives and worldview of those
who speak the target language
The need for improving reading comprehension
NILE TESOL 2013 A. The Bottom-Up Approach
B- The top–down approach
C- The Interactive Approach
Approaches to dealing with a reading text
NILE TESOL 2013
Do These Approaches Really ‘Teach’ Reading?
Can you ‘teach’ reading in limited class time?
Don’t we sometimes teach how to ‘avoid’ actually reading?
Is there ever going to be one method that suits all our diverse learners?
NILE TESOL 2013
Motivation is critical for reading in a second/foreign language.
learners view reading in English as a school subject and academic task,
“Motivated students usually want to understand text content fully and therefore, process information deeply. As they read frequently with these cognitive purposes, motivated students gain in reading comprehension proficiency” John Guthrie
Sources of Comprehension Difficulties
a. Lack of motivation
NILE TESOL 2013
mismatch between the text selected and students’ language level.
Unfamiliar vocabulary, grammar and sentence structure hamper students’ understanding. (Fecteau, 1999).
The gap between the student general and cultural
knowledge and that found in the authentic text was reported to undermine the activation of global strategies t. (AL-Mahrooqi,2012)
Sources of Comprehension Difficulties
b. Difficulty of the text:
NILE TESOL 2013 reading process is a highly personal activity and hence difficult to observe and monitor.
quite often the reader may not be in a position to explain the process
Rumelhart (1977) points out, reading involves the reader, the text and the interaction between the reader and the text.
Sources of Comprehension Difficulties
c. Misunderstanding of the reading process
NILE TESOL 2013
Fcrr.org
NILE TESOL 2013
For comprehension to occur, the reader shouldodecode the words, oattach the meaning to words and sentences, oconnect text information to relevant background knowledge, omaintain a mental representation of what the reader has already read, oform hypotheses about upcoming information and omake decisions based on the reader’s purpose for reading – all at the same time.
Carlisle and Rice, 2002
Sources of Comprehension Difficulties
NILE TESOL 2013
“ the L2 user does not switch off the L1 while processing the L2, but has it constantly available” (Cook,1992 p. 571).
Higher level readers transfer their L1 reading ability more successfully than lower level readers.
Sources of Comprehension Difficulties
4. Weak first language basis
NILE TESOL 2013
Writing style and structure are also believed to pose a problem for students in trying to comprehend texts (Davis et al, 1992; Al-Mahrooqi, 2012).
Some passages of the IELTS tests, for example, are widely disliked due to an abundance of metaphorical language and imagery that students fail to interpret (Kamariah, 2009).
Sources of Comprehension Difficulties
5.Writing style and text organization
NILE TESOL 2013
Teachers use the transmission model to deliver information. 90% of teachers see reading as a pronunciation exercise and teach only one strategy that enables students to obtain explicit information from a graded passage. (Mustafa,2002)
Sources of Comprehension Difficulties
6.Teaching practices:
NILE TESOL 2013
Cont….Teaching practices:
Read and answer the question.
“ She gronked the floobe”
Question: what did she gronk?
Sources of Comprehension Difficulties
NILE TESOL 2013
Word-by-word reading, pointingRegression: Needless or unconscious rereading,
habitual and signals lack of concentrationMoving lips while reading (Vocalization)Talking to oneself in as s/he reads silently (Sub-
vocalization)translate the whole textPhysical habits: Tapping foot, pencilWatching TV, eating, interruptions, etc.(Distractors)
These behaviors are believed to reduce reading speed, comprehension and recall.
Sources of Comprehension Difficulties
7. Students While-Reading Behavior
NILE TESOL 2013
make sense of the information in a passage: Measure text readability ? Teacher intuition , handy toolsSimplified (bridged)textNativized text gradual introduction of authentic materials (Al Mahrooqi, 2012)
Improving Students’ Reading Abilities
1.Text Readability
NILE TESOL 2013
students’ interest great pleasure and fill students’ curiosity to
know more
Effectiveness of reading instructions depends not only on students’ linguistic and literacy skills but also on the level of interest, (Guthrie, et, al 2004)
2.Better Text selection
Improving Students’ Reading Abilities
NILE TESOL 2013
Teacher preparation attractive teaching strategies conducive “reading” environment motivate students to read. Understand students' reading
behavior
3. Teaching Strategies
Improving Students’ Reading Abilities
NILE TESOL 2013
Agree/ Disagree Why
A. Comprehension occurs naturally after a student learns to decode, thus comprehension just needs to be tested.
B. Comprehension will improve through isolated teaching of specific comprehension skills (e.g. sequence, cause and effect, main idea).
C. Students must be taught to flexibly use a repertoire of strategies for text comprehension.
NILE TESOL 2013
Developing Comprehension
Process-Oriented Product-Oriented
Testing Grading
Evaluating
Guided Practice
Independence
Modeling
Adapted by Dr. Lois Huffman from (Richardson & Morgan, 2000)
Testing Comprehension
vs
Improving Students’ Reading Abilities
3. Teaching Strategies
NILE TESOL 2013
…a growing body of research has demonstrated that students can be taught the strategies that good readers use spontaneously and that when students are taught those strategies, both their recall and their comprehension of text improve.
(Pressley, 2002; Stahl, 2004)
NILE TESOL 2013 word knowledge is the key ingredient in successful reading (Cobb,1999)
vocabulary sufficiency in facilitating reader autonomous abilities. (Al Mahrooqi,2012)
4. Building a solid repertoire of words:
Improving Students’ Reading Abilities
NILE TESOL 2013
Libraries are poorly equipped and rarely visited Role of school librarians
collaboration between the classroom teacher and the librarian
5. Using the Library
Improving Students’ Reading Abilities
NILE TESOL 2013
Technology has undoubtedly changed what people read, how they read, and when they read.
Features of eBook Internet
6. Using technology
Improving Students’ Reading Abilities
NILE TESOL 2013 Content-area teachers need to be engaged in a unified approach to literacy instruction in which they acquire proficiency in two to four high-impact strategies/practices that they then use consistently within their areas of instruction.” (Sharon Vaughn)
7.Involve content teachers in teaching Reading
Improving Students’ Reading Abilities
NILE TESOL 2013
The desire to improve your students reading skills
The willingness to try new techniques in teaching reading
The motivation to practice reading
READING IS NOT MAGIC IT REQUIRES:
NILE TESOL 2013 “If you want children to read well, they
must read a lot. If you want children to read a lot, they
must read well.”
NILE TESOL 2013 Thank You