Five characteristics of engaged readers:
• They read widely with different purposes
• They read fluently and use their cognitive capacity
• They develop their comprehension
• They are metacognitively aware as they use a variety of reading
strategies
• They are motivated readers
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First identified by Chall
This slump is characterized by learners who are mastering the basic principles of reading
Learners are moving from learning to read to reading to learn
Learners experience a slowing of progress
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LEARNING TO READ
Requires learning what the shapes and lines on the page
mean . Narrative text and stories are typically used to teach
learners how to read.
READING TO LEARN
Readers use information to increase their knowledge
expository text or information-based texts are typically used
to learn context
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The
init
ial
stag
es
of
lear
nin
g
Learners can measure their
progress
they are able to complete basic
tasks
They are encouraged by what they can
read
• They are able to read personal letters newspaper articles
on familiar topics, basic instruction for a piece of
equipment and contemporary prose
• The vocabulary demands increase
• The structure of writing also changes
• Readers are expected to engage in identifying main ideas
from details ,scanning, skimming, separating facts from
opinions and identifying conclusions
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They are able to describe why they are reading a
particular text
They are actively involved in reading both narrative and
expository texts
They read daily from a variety of text types and for a
variety of purposes
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• N.J.Anderson’s definition: reading at 200 word per
minute with 70% comprehension.
• Samuels' definition: reading fluency is the ability to
decode and to comprehend the text at the same time.
• Automaticity in word recognition is one key element in
fluent reading
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It is defined as the ability to perform a task easily with little
or no conscious attention. It is developed through extensive
practice.one aspect of automaticity in word recognition is
the bottom-up process of reading.
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Engaged readers read with comprehension and are able to
do something with what they read. The doing something
with what they read often results in reading critically
evaluating what was read
J.A.Anderson suggested that when we are challenged to
comprehend a difficult text we should read it as though it
made sense and perhaps it will
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Anderson’s definition: strategies are the conscious actions that learners
take to improve their language learning.
Metacognitive awareness requires:
• Preparing and planning for effective learning
• Deciding when to use specific strategies
• Knowing how to monitor the use of strategies
• Learning how to combine various strategies
• Evaluating the effectiveness of strategy use
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Whose responsibility is it to
motivate readers?Dornyei notes that promoting
learner motivation is nobody’s
responsibility
Another definition is provided by
Dornyei and Otto : it can be
defined as the dynamically
changing cumulative arousal in a
person that initiates , directs…and
evaluate the cognitive and motor
process whereby initial desires are
selected.
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Developing engaged reader is not simply a matter of
applying one of the five characteristics in isolation but
rather integrating them into our teaching so that all are
present . There is a synergy resulting from integrating all
these characteristics that makes for a truly engaged reader
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