1st Reading Strategies Class II 2010
Download as PPTX, PDF0 likes569 views
This document discusses modeling reading strategies from a metacognitive perspective. It begins by defining key concepts like what reading is, why we read, the difference between skills and strategies, and the importance of metacognition. It then examines specific reading strategies like skimming, scanning, identifying main ideas and details. The document argues that explicitly teaching reading strategies from a metacognitive viewpoint is important because it helps students use strategies more effectively and efficiently.
1st Reading Strategies Class II 2010
- 1. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE ARGEMIRO AMAYA BUELVAS Especialista en ELT C. Magister in Education
- 2. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE DEFINING CONCEPTS 1. What reading is. 2. Why we read. 3. Skills Vs Strategy 4. Metacognition – Metacognitive Process _ The Importance and dimensions of Metacognitive ability 5. Reference Guide to Reading Strategies
- 3. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Reading is... “the action or skill of reading” (Concise Oxford English Dictionary, 2008, p.1196). “the skill or activity of getting information from books” (Cambridge International Dictionary of English, 1995, pp. 1178-1179). “reading” is the construction of meaning from print (Torgensen, Wagner &Rashotte, 1999).
- 4. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Reading is... “the ability to comprehend the thought and feelings of others through the medium of written text” (The Encyclopedia of Language and Linguistics, 1994). Gibson and Levin (1975) assume that “reading is extracting information from text”. “Understanding a written text means extracting the required information from it as efficiently as possible” Grellet (1981)
- 5. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE we read for... “There are two main reasons for reading: -Reading for pleasure. -Reading for information (in order to find out something or in order to do something with the information you get)” Grellet (1981)
- 6. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE WHY DO YOU THINK, TEACHERS MAY EXPLICITLY TEACH READING STRATEGIES FROM A METACOGNITIVE PERSPECTIVE? It has been found that effective readers are more aware of strategy use than less effective readers (Mokhtari & Reichard, 2002; Olson, Duffy, & Mack, 1984). “Many students enter higher education underprepared for the reading demands that are placed upon them. When pressed to read, they often select ineffective and inefficient strategies with little strategic intent (cf. Saumell et al., 1999;Wade et al., 1990;Wood et al., 1998). Often this is due to their low level of reading strategy knowledge and lack of metacognitive control (Dreyer, 1998;Strydom, 1997;Van Wyk, 2001). Another reason might be their inexperience coming from the limited task demands of high school”. HOW CAN SELECTED READING STRATEGIES INEFFECTIVELY AND INEFFICIENTLY BE USED?
- 7. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Anderson (1991, p.19) cited in Carrel (1998) not simply a matter of knowing what concluded from his data that successful second language reading comprehension is… strategy touse, but the reader must also know how to use it successfully and know how to orchestrate its use with other strategies. It is not sufficient to know about strategies, but a reader must also be able to apply them strategically" (1991, p.19). Similarly, Kern concluded from his data that “there are good and bad uses of the same strategy” and that the difference between a "good use and a "bad use”… “may lie in whether the strategies are used metacognitively or not. Consequently, I will argue that the difference between successful and unsuccessful reading strategy training can be due to the inclusion (or lack of inclusion) of metacognition in the strategy training”.
- 8. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Reducing the confusion while offering an analysis that highlights the commonalities and distinctiveness of each term. Skills are... “Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency, and fluency and usually occur without awareness of the components or control involved”. “Reading skills operate without the reader’s deliberate control or conscious awareness”.
- 9. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Reduce the confusion while offering an analysis that highlights the commonalities and distinctiveness of each term. Strategies are... “Reading strategies are deliberate, goal-directed attempts to control and modify the reader’s efforts to decode text, understand words, and construct meanings of text”. “Strategies are conscious, controllable processes used to self-regulate reading for the purpose of attaining a specific cognitive goal (e.g., see Alexander et al., 1998; Pressley, 2000; Trabasso & Bouchard, 2002).
- 10. SKILLS VS STRATEGIES Skill Strategy - Observable behaviours (answers to questions, answers on tests, skills list, and taxonomies). - A conscious plan under the control of the reader. - Product- oriented. - Generally thought to be unobservable. - Process-oriented. - Instructions focus on ways to help students understand what they read.
- 11. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Metacognition According to O'Malley, et al., "students without metacognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishments, and future directions" (1985, p. 561).
- 12. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Metacognition Metacognition is "cognition about cognition," or "thinking about thinking.” “an awareness of what skills, strategies, and resources are needed to perform a task effectively; and the ability to use self-regulatory mechanisms to ensure successful completion of a task” (p. 345) . Metacognitive instruction about how and why to use strategies can be quite effective (NICHD, 2000).
- 13. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Metacognition Two dimensions: (1) knowledge of cognition (2) regulation of cognition (Flavell, 1978). The first aspect of metacognition, "knowledge about cognition," includes three components "declarative," "procedural," and "conditional" (Paris, Lipson, and Wixson, 1983). .
- 15. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE Reference Guide to Reading Strategies • Skimming • Scanning •Topics vs Main Idea •Finding Details • Finding The Main Idea • Inferencing •Supporting Main ideas •Patterns of Organization •Understanding Facts and Opinions •Drawing Conclusions.
- 16. THANK YOU. I DO APPRECIATE YOUR INTEREST.
- 17. METACOGNITIVE AWARENESS READING STRATEGIES INVENTORY TAB TWO TAB THREE TAB FOUR TAB FIVE However, the absence of these strategies does not mean Nevertheless, it is pertinent to note that the differences in the absence of the cognitive processes. The undergraduate strategy use reported by the undergraduate and the may have executed similar processes as the postgraduate postgraduate may reflect the differences in their abilities to after reading. The difference is that he was unaware of verbalise their thoughts rather than any actual differences in doing so. According to Carrell (1998), this inability to their abilities in or awareness of strategy use. Since it is execute cognitive processes metacognitively can hinder the beyond the scope of the study to control for such success of strategy use. These differences in strategy use differences, cognitive processes were considered as therefore may account for the differences in their levels of strategies only if they were verbalised. understanding. Strategy Use in Reading Preferred Texts as Case Study by Kho Chung Wei, B. Ed. (TESL) JURNAL IPBA Jilid 3: Bil.3
- 18. Concept 1.3 The process involved in fluent reading comprehension Fluent reading is: 1. a rapid process 2. an efficient process 3. an interactive process 4. a strategic process 5. a flexible process 6. an evaluating process 7. a purposeful process 8. a comprehending process 9. a learning process William Grabe and Fredricka L. Stoller.Teaching and 10. a linguistic process Researching Reading. 2002. Longman.
- 19. In order to illustrate these commonalities and distinctiveness, the inquiry done by Afflerbach, et al., (2008) to some of their colleagues (teachers, graduate and undergraduate education students, and professors of education) will be of great interest. “Skills make up strategies.” “Strategies lead to skills.” “Skill is the destination, strategy is the journey.” “We learn strategies to do a skill.” “Skills are automatic, strategies are effortful and mediated.” “We use strategies as tools.” “Strategies that work require a skill set.” “We have to pay attention in learning skills, but eventually we use them automatically.” “You don’t think about skills, and you do think about strategies.” Clarifying Peter Afflerbach, P. David Pearson, Scottand Paris. The Strategies. Differences Between Reading Skills G. Reading Reading Teacher, 61(5), pp. 364–373 © 2008 International Reading Association. DOI:10.1598/RT.61.5.1 ISSN: 0034-0561 print / 1936- 2714 online