Presentación1 READING

7/23/2019 Presentacin1 READING

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WHAT IS READING?


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READING IS..

It is a receptive languageprocess. It is a psycholinguisticprocess in that starts ith a

linguistics sur!ace representationenco"e" #y a riter an" en"sith $eaning% hich the rea"er

constructs.There is an essential interaction

#eteen language an" thought in

rea"ing.


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READING IS

The riter enco"e" thoughts as language.The rea"er "eco"e"s language to thought.

&ro'ciency rea"ers are #oth e(cient an"e)ective* they are e)ective inconstructing a $eaning that they canassi$ilate or acco$o"ate.

An" rea"ers are e(cient in using the leasta$ount o! e)ort to achieve e)ectiveness+,-NSTR,T THE /EANING 01 THE&R-,ESS2


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WHAT IS READING?

Rea"ing is a conscious an"unconscious thin3ing process. Therea"er applies $any strategies to

reconstruct the $eaning that theauthor is assu$e" to haveinten"e".

The rea"er "oes this #y co$paringin!or$ation in the te4t to his or her#ac3groun" 3nole"ge an" priore4perience.


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A rea"er approaches a te4t itha huge store o! prior 3nole"gean" e4perience% inclu"ing

preconceptions a#out the uses o!spo3en an" ritten language. Allo! a person5s prior 3nole"ge%

e4perience% an" values areorgani6e" in categories% orsche$ata.


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As he or she notices particulari"eas or !acts in a te4t% the rea"er$atches that in!or$ation ith

#ac3groun" 3nole"ge an" isa#le to construct a version o! thete4t5s $eaning.


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When the rea"er !ocuses pri$arilyon hat he or she alrea"y 3nos%this is calle" a concept7"riven or

+top7"on2 $o"e.-n the other han"% hen the

rea"er relies pri$arily on te4tual

!eatures an" in!or$ation toco$prehen"% this is calle" a "ata7"riven or +#otto$7up2 $o"e.


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The bottom-up model ispromoted by educators who view

reading as a set of subskills thatmust be mastered by studentsand integrated to the extent that

children use them automatically.Stepwise, they rst must learn torecognize letters, then words,

and nally words in context


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The top-down model is the whole-to-partmodel that teaches children to recognizewords by sight, without any analysis ofletters or sounds. It emphasizes thecritical role that the readers mind playsin comprehending the text. !he childuses three cue systems"graphophonic,semanticsyntactic8an" $a3ese"ucate" guesses a#out the $eaning o!the rea"ing passage.


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The interactive model combines thebottom-up and top-down models andviews the reading process as aninteraction between the readers andthe text. It assumes that students aresimultaneously processing information

from the materials they are reading#i.e., the bottom-up model$ andinformation from their backgroundknowledge #i.e., top-down model$.


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Process-Oriented ReadingInstruction9

Tas3s that !ocus on te4t7 an"rea"er #ase" varia#les

: Pre-reading = activate

learner schemata: While - reading = guidecomprehension and

interpretation: Post-reading = reconstructmeaning and personali6e te4ts


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Rea"er processes te4t in light o!$ental sche$ata*

0ac3groun" 3nole"ge

;nole"ge a#out languagean" literacy

,ultural values an" #elie!s

The rea"er $atches the "ata an"the sche$a< co$prehension


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What is literacy?

=iteracy is a set o! attitu"es an"#elie!s a#out the ays o! usingspo3en an" ritten language that

are ac>uire" in the course o! aperson5s sociali6ation into aspeci'c cultural conte4t.


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=iteracy Instruction

=iterature ocus nits=iterature ,ircles

Rea"ing an" Writing Wor3shop

0asal Rea"ing &rogra$s


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The Rea"ing an" Writing &rocess

The Writing&rocess

&reriting

Dra!tingRevising

E"iting

&u#lishing

The Rea"ing&rocess

&rerea"ing

Rea"ing

Respon"ingE4ploring

Applying


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In or"er to rea" ell in English% then% stu"ents nee" to "o the !olloing*

1. Develop a sche$a o! the rea"ingprocess that inclu"es the i"ea thatrea"ing is $ore than translating8rea"ing is thin3ing.

2.Tal3 a#out their rea"ing% an" e4plainho they $a3e sense o! a te4t.

3. Rea" e4tensively !or pleasure in

English% an" "iscuss their rea"ing ithso$eone ho can $o"el the literate#ehaviors e4pecte" in an English7language conte4t.


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4. 0rea3 the ha#it o! rea"ingevery or" #y rea"ing !aster.

5. =earn to vary their rea"ingrate to suit their purpose inrea"ing.

6. E$ploy top7"on processese)ectively #y learning to $a3econnections #eteen hat they

alrea"y 3no an" hat theyare rea"ing.


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7. =earn rea"ing an" thin3ing s3illsthat @uent rea"ers o! English e$ploy

unconsciously to strengthen #oth top"on an" #otto$7up processinga#ilities.

8. Enhance #otto$7up processing #y

ac>uiring the $ost use!ul voca#ularyan" #y learning strategies !orguessing $eaning in conte4t.

9. /aster the #asic %BBB or"s thatconstitute appro4i$ately CB percento! te4ts in English


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10. Ac>uire speci'c rea"ingco$prehension s3ills they can applystrategically.

&utting this all together% it is clear thatstu"ents ill learn to rea" in English#est in a class that inclu"es% on a

regular #asis% the !olloingco$ponents*

Su#stantial a$ounts o! e4tensiverea"ing !or pleasure% ith opportunities

!or tal3ing a#out their #oo3s ithpeople ho can $o"el the literate s3illsre>uire" in English7language conte4ts.


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Reading skills

1. Auto$atic "eco"ing. 0eing a#le torecogni6e a or" at a glance.

2. &revieing an" pre"icting. Giving the te4ta >uic3 once7over to #e a#le to guess hat

is to co$e.3. Speci!ying purpose. ;noing hy a te4t is

#eing rea".

4. I"enti!ying genre. ;noing the nature o!

the te4t in or"er to pre"ict the !or$ an"content.

5. uestioning. As3ing >uestions in an inner"ialoge ith the author.


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6. Scanning. =oo3ing through a te4t veryrapi"ly !or speci'c in!or$ation.

7. Recogni6ing topics. in"ing out hat thete4t is a#out.

8. ,lassi'cation o! i"eas into $ain topicsan" "etails. ,ategori6ing or"s an" i"eas

on the #asis o! their relationships"istinguishing general an" speci'c.

9. =ocating topic sentences. I"enti!ying thegeneral state$ent in a paragraph.

10. Stating the $ain i"ea For thesis o! asentence% paragraph or passage. ;noinghat the author5s point is a#out the topic.


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11. Recogni6ing patterns o!relationships. I"enti!ying the

relationships #eteen i"eas theoverall structure o! the te4t.

12. I"enti!ying an" using or"s that

signal the patterns o! relationships#eteen i"eas. 0eing a#le to seeconnections #eteen i"eas #y theuse o! or"s such as 'rst% then%

later.13. In!erring the $ain i"ea% using

patterns an" other clues.


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14. Recogni6ing an" using pronouns%re!erents% an" other le4ical

e>uivalents as clues to cohesion.15. Guessing the $eaning o! un3non

or"s !ro$ the conte4t. sing suchclues as 3nole"ge o! or" parts%

synta4% an" relationship patterns.16. S3i$$ing. uic3ly getting the gist

or overvie o! a passage or #oo3.

17. &araphrasing. Re7stating te4ts inthe rea"er5s on or"s in or"er to$onitor one5s on co$prehension.


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18. Su$$ari6ing. Shortening $aterial#y retaining an" re7stating $ain i"easan" leaving out "etails.

19. Draing conclusions. &uttingtogether in!or$ation !ro$ parts o! thete4t an" in"ucing ne or a""itional

i"eas.20. Draing in!erences an" using

evi"ence. sing evi"ence in the te4tto 3no things that are unstate".

21. isuali6ing. &icturing% or actually"raing a picture or "iagra$% o! hatis "escri#e" in the te4t


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18. Su$$ari6ing. Shortening $aterial#y retaining an" re7stating $ain i"easan" leaving out "etails.

19. Draing conclusions. &uttingtogether in!or$ation !ro$ parts o! thete4t an" in"ucing ne or a""itional

i"eas.20. Draing in!erences an" using

evi"ence. sing evi"ence in the te4tto 3no things that are unstate".

21. isuali6ing. &icturing% or actually"raing a picture or "iagra$% o! hatis "escri#e" in the te4t


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22. Rea"ing critically. u"ging theaccuracy o! a passage ith respect tohat the rea"er alrea"y 3nos

"istinguishing !act !ro$ opinion.

23. Rea"ing !aster. Rea"ing !astenough to allo the #rain to process

the input as i"eas rather than singleor"s.

24. A"Justing rea"ing rate accor"ing to$aterials an" purpose. 0eing a#le to

choose the spee" an" strategiesnee"e" !or the level o!co$prehension "esire" #y the rea"er.


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E)ective Teachersn"erstan" Ho ,hil"ren =earn

=earning Theories

,onstructivist F&iaget7chil"ren activelyconstruct $eaning0ehavioris$7teacher centere"Kteacher as

"ispenser o! 3nole"ge Interactive theories7chil"ren use prior

3nole"ge an" !eatures o! the te4t to $a3e$eaning

Sociolinguistic theories7chil"ren learn throughinteraction ith others

Transactive Theories7Rea"er7response7chil"rencreate $eaning as they rea"7 Fe)erent an"aesthetic

,ritical =iteracy7=iteracy as a $eans o!thin3ing a#out% >uestioning% etc social issuesFe.g.% ine>uities an" inJustices in society


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E)ective Teachers Support ,hil"ren5suse o! the our ,ueing Syste$s

The Phonoogica !"ste#FSoun"7Sy$#ol Relationship

phone$e% graphe$e% phone$icaareness% phonics

The !"ntactic !"ste# FSentenceStructure an" Gra$$ar

synta4The !e#antic !"ste#

F/eaningK,o$prehension$orphe$e

The Prag#atic !"ste# FSocial an",ultural se


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An approach to teachingreading skills

1. ocus on one s3ill at a ti$e.2. E4plain the purpose o! or3ing on this

s3ill% an" convince the stu"ents o! itsi$portance in rea"ing e)ectively.

3. Wor3 on an e4a$ple o! using the s3illith the hole class. E4plain yourthin3ing alou" as you "o the e4ercise.

4. Assign stu"ents to or3 in pairs on ane4ercise here they practice using thesa$e s3ill. Re>uire the$ to e4plain theirthin3ing to each other as they or3.


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5. Discuss stu"ents5 ansers ith thehole class. As3 the$ to e4plain hothey got their ansers. Encourage polite"isagree$ent% an" re>uire e4planationso! any "i)erences in their ansers.

6. In the sa$e class% an" also in the ne4t

!e classes% assign in"ivi"uals to or3 on$ore e4ercises that !ocus on the sa$es3ill ith increasing co$ple4ity. Instructstu"ents to or3 in pairs henever

!easi#le.7. As3 in"ivi"ual stu"ents to co$plete ane4ercise using the s3ill to chec3 their ona#ility an" con'"ence in using it.


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8. In !uture lessons% lea" thestu"ents to apply the s3ill% as ell

as previously $astere" s3ills% to avariety o! te4ts.


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Reading Fluency

Rea"ing @uency can #e "e'ne"as rea"ing !ast ith goo"co$prehension an" a"Justing the

rea"ing rate to suit the purpose!or rea"ing.

It is i$portant to note that

rea"ing @uency "oes not re!er tooral rea"ing% hoever% #ecause itis possi#le !or so$eone to rea" apassage alou" @uently an" notco$ rehen" it at all.


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luency in silent rea"ingpro$otes i$prove"co$prehension #y alloing the

stu"ent to rea" !or i"eas ratherthan !or in"ivi"ual or"s.

luency training shoul" inclu"e*

&ractice ith ti$e" rea"ingpassages !olloe" #yco$prehension >uestions.


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VocabularydevelopmentRea"ing co$prehension "epen"s on

voca#ulary 3nole"ge an" viceversa. The $ore stu"ents rea"% the

#etter their voca#ulary #eco$es.An" the $ore voca#ulary they3no% the #etter they can rea".

The >uestion !or teachers an"

secon"7language stu"ents%hoever% as alays% +Which or"sshoul" the stu"ents learn?2


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In a""ition to "irect instruction% teacherscan "o a lot to enhance voca#ulary#uil"ing. They can teach stu"ents ho

to*Stu"y an" learn or"s e)ectively.

,hoose ne or"s they ant to learn.

se a "ictionary.;eep a voca#ulary note#oo38ith

sentences% sylla#le #rea37"ons% an""e'nitions.

/a3e an" use or" stu"y car"s.

Revie their or" stu"y car"s8alone%ith a partner% an" in class

se We# pages%


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Conclusion

E4tensive rea"ing%co$prehension s3ills% rea"ing@uency% an" voca#ulary #uil"ing

8these !our co$ponents clearlyoverlap% as they shoul"% #ecausethey are all an integral part o! the

"evelop$ent o! e)ective secon"7language rea"ing.

Presentación1 READING

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