Teaching reading
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Transcript of Teaching reading
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In the name of God
Teaching reading
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Some significant issues affecting on teaching reading skills:
A. Bottom-up & top-down processing
in bottom-up the reader must first recognize a
multiplicity of linguistic signals (letters, morpheme, syllables, words…) & use their own linguistic data processing
to impose some sort of order on these signals (data-driven , field -independent)
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In top-down we draw on our intelligence &
experience to understand a text.(conceptually -driven)
B. schema theory & background knowledge
The reader brings information ,knowledge, emotion
, experiences & culture to the printed word.
Content schemata :include what we know about people,the world,the
culture, the universe.
Formal schemata: consist of our knowledge about discourse structure.
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D. The power of extensive reading
Extensive reading :reading for getting the general
idea ,reading for pleasure
Krashen ,Day , Bamford believe that extensive reading
is a key to students gains in reading
ability ,linguistic competence, vocabulary, spelling.
E. The role of affect & culture
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F. The role of cognition in reading
H. Effective techniques for activating schemata
Types of written language:
*Nonfiction : reports, essays, articles
Fiction :novels, short stories ,jokes,
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Characteristics of written language1. Permanence
spoken language is fleeting.
Written language is permanent.
2. Processing time
In writing ,the writer has more processing time to
write.
In spoken we have less time to speak.
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3) Distance
The written word allows messages to be
sent across two dimensions :
physical distanceTemporal distance
The reader should interpret language that
was written in other place at other time &
with only the written words as contextual
clues.
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4. Orthography
In spoken language we have stress,rhythm,
juncture ,
intonation, pauses, voice quality & nonverbal cues as
help
In writing we have only graphemes &
sometimes
pictures ,punctuation as help .
Most of irregularity in English manifests in high
frequency words .
In English, there are many bases that are written the
same .
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5. Complexity
Spoken language tends to have shorter clauses connected by more
coordinate ,conjunctions,
while writing has longer clauses more subordination. (the shorter
clauses are often a factor of the redundancy we build into speech.)
6. Vocabulary
In writing ,lower frequency words often appear than
spoken because more processing time that exist in
written language.
7. FormalityWriting is quite frequently more formal than speech.
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Strategies for reading comprehension
Identifying the purpose
By identifying he purpose in reading ,we know what
we are looking for & can weed out distracting
information.
Use graphemic rules &patterns to aid in bottom _up processing
It is useful for beginners and children ,non _literate
adults.
e.g. Bit/kit/pet bite/kite/pete
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Use efficient silent reading for rapid comprehension
• we don't need to pronounce each word to our self
• Try to visually perceive more than one word time preferably phrases
• Unless a word is absolutely to global understanding ,skip over it and
try to infer its meaning from I’s context
Skim the text for main ideas
Skimming consists of quickly running ones eyes across a whole text for
it’s gist.
Skimming gives readers the advantage of being able to predict the
purpose of the passage.
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Scan the text for specific information
Scanning is quickly searching for
some particular piece of information in a text.
Use semantic mapping or clustering
Guess when you are not certain.
Not haphazard guessing
Use compensation strategy
Use contextual clues
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Analyze vocabulary• Look for suffixes • Look for prefixes• Look for roots that are familiar.• Look for grammatical contexts that may have
signal information
Distinguish between literal & implied meaningThis requires the application of top down processing skills
Capitalize on discourse markers to process the relationship
Clear comprehension of discourse markers can enhance learners reading efficiency
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Reading classroom performance
Oral reading Silent reading
Intensive Extensive
Linguistic content scanning skimming
global
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1. Oral reading
a. Server as an evaluative check on bottom –
up processing skills.
b. Double as a pronunciation check ,
c. Serve to add some extra student
participation if you want to highlight a
certain short segment of a reading
passage
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2. Silent reading(Intensive and extensive reading)
Intensive reading :a classroom-orinented
activiy in which students focus on the
linguistic or semantic details of a message
Extensive reading: is carried to out achieve a
general understanding of a longer text.
It is performed outside of class time
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Principles for designing interactive reading techniques:
1. In an interactive curriculum ,make sure that you don't
overlook the importance of specific instruction in reading
skills
ESL literate learners can use their own devices in learning
reading
e.g. silent reading is excellent method to self instruction
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2. Use techniques that are intrinsically motivating
We as teachers should pay attention to
students’intersts & their goals in learning to read
English.
Language experience approach
Offering opportunities for learners to gauage
their progress through perodic instructor and
self –assessments.
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3. Balance between authencitiy and readability
Use authentic simple texts in the real world.
Nuttall offered 3 criteria for choosing texts for
students:
Suitability:
Exploitability
Readability
4. Encourage the development of reading strategies
5. Include both bottom-up &top-down techniques
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6. Subdivide your techniques into pre-reading,during reading &post reading
Pre reading: spend some time introducing
atopic ,encouraging skimming, scanning, predicting
and activating schemata and students’ curiosity.
During reading: we can give students some questions
and goals that the students should find them in
the reading text
Post reading:We can ask students to do some tasks after reading
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7. Follow the SQ3R
A. Survey: skim the text for an overview of main ideas.
B. Question: the reader asks questions about what he or
she wishes to get out of the text.
C. Read :Read the text while looking for answers to the
previously formulated questions
D. Recite: reprocess the salient points of the text through oral or
written Language
E .Review: Assess the importance of what one has just read&
incorporate it into long term association
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8. Build in some evaluative aspect to your techniques
Reading is totally unobservable.
Duplicating
Answering
Doing
Conversing
Transferring
choosing
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THANK YOU