3 reading v2
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The document outlines the framework for a webinar focused on improving reading skills among learners, addressing the complexities of reading, common challenges faced, and teaching strategies. It emphasizes the importance of 'tuning in' to reading, effective reader characteristics, and technology's role in skill development. Participants are guided to engage in activities and reflection to enhance their understanding and application of reading skills in training contexts.
3 reading v2
- 1. Webinar 3: Reading Welcome! Make sure: • you can hear us and • we can hear you then Mute your microphone While waiting to begin… 1. Test your system Facilitators: From LLNandVET meeting place: • Ann Leske • Chemène Sinson From Vanguard Visions: • Allison Miller 2. Introduce yourself Type into chat box (bottom left corner of screen) Tell us: who you are – where you work – what you do – contact info (optional) – other (?) 1
- 2. Phone 02 8417 2487 Enter Code 966 6792 # Technical problems? 2
- 3. Using anymeeting We’re recording! Mute or unmute your mic Mic etiquette • Keep mic muted • If you want to speak, type in chat box: “may I speak?” or equivalent Type messages and questions here Everyone sees all messages Camera off, please 3
- 4. Allison Miller Technology Just so you know who we are… Ann Leske LLN Chemène Sinson VET 4
- 5. Consider and identify what is involved in the FS Reading Explain why it’s necessary to ‘tune-in’ to the FS Reading Identify at least one strategy you can feasibly use in your own training to build and support Reading skill development. Webinar 3 objectives 5
- 6. Webinar 3 agenda 6 What Why How2:30 – 3:45pmAEDT
- 7. Topic 1: What is ‘reading’? 7 Activity What comes to mind when you think about reading?
- 8. Topic 1: What is ‘reading’? 8 Reading various text styles and types Reading visual images Reading experiences Reading need Activity What comes to mind when you think about reading?
- 9. 9 What does ‘reading’ involve? Reading is a complex process that includes ACSF Performance Indicators: • .03 Audience, purpose and meaning-making • .04 Reading strategies.
- 10. Topic 2: Why ‘tune in’ to reading? 10 Activity State 1 or 2 reading challenges your learners experience.
- 11. Activity State 1 or 2 reading challenges your learners experience. Topic 2: Why ‘tune in’ to reading? Common challenges Hard to change initial assumptions—confused about content Miss key points Don’t recognise words Unfamiliar with text layout or type No background information Unfamiliar vocabulary Get lost in detail 11
- 12. From Money Smart infographic How do Australians spend their money? 12 Topic 2: Why ‘tune in’ to reading?
- 13. Activity Complete this sentence with the first thought that comes to mind: Effective readers are able to… Topic 3: How can we build reading skills? 13
- 14. Activity Complete this sentence with the first thought that comes to mind: Effective readers are able to… Topic 3: How can we build reading skills? Recognise/match words to words they already know the meaning of Understand the intended and inferred message Decode words Compare and integrate the information with their own knowledge and prior experience Apply the new knowledge or skills to their context/personal needs 14
- 15. Part 1 – teaching tips Learning to read Reading to learn Part 2 – how technology can help build reading skills 15 How can we build reading skills? we’ll cover…
- 16. Get started building reading skills—a checklist Prepare Be aware of the learners’ needs Be aware of the task demand Check Ask learners what they know about the skill Deliver Outline the session structure Expose how the foundation skill relates to the task Name the key purpose or skill Explain why the skill will be relevant Explain what the skill links to Use the ACSF/CSfW language. 16 Covered in multiple webinars
- 17. How can we build reading skills? Prepare to read Describe the pattern or flow of the text Provide background to the topic to understand key information Discuss the text content, in general terms Summarise, in general terms Ask and respond to ‘What do you know about…’ questions 17
- 18. Authentic texts Authentic purposes 18 How can we build reading skills? From Reading to LearnTeacher Resource books: www.readingtolearn.com.au
- 19. How can we build reading skills? 19 Phonological skills letter – sound relationships Orthographic skills visual memory of words or letter groupings Effective readers use… & Build learners’ vocabulary
- 20. How can we build reading skills? – example Cover orthographic skills—e.g. – Identify this as a compound word work + place - We have seen ‘work’ before – work skills, work performance - Place looks like pace – the pace of work necessary to complete the task task Cover phonological skills—e.g. – Point out ‘or’ in workplace sounds like ‘er’’ as in her, not ‘or’ as in ore – Point out ‘c’ in workplace sounds like ‘S’ We know this because when the letter ‘c’ is followed by an ‘e’, the ‘c’ makes an ‘s’ makes an ‘s’ sound. 20 If introducing the word, ‘workplace’
- 21. How can we build reading skills? Teach skimming Show learners sections to read: Title Introduction / first paragraph First sentence of every other paragraph Headings / subheadings / charts / highlighted key points Note words that stand out—e.g. bold or italic Summary/conclusion 21 Skimming Skimming helps leaners: • Identify the most important information • Digest relevant information when they have lots to read in a limited time • Decide which text is best for the purpose. While reading—teach explicit reading strategies
- 22. How can we build reading skills? Teach scanning Suggest these strategies to learners: Anticipate what they are looking for and the clues that may help to locate what is required Search for Key words / phrases Read selectively—skip through unhelpful sections. 22 Scanning Scanning helps leaners find a particular piece of information Here’s another reading strategy you can teach…
- 23. How can we build reading skills? Activities that push learners back to the text: 23 Create opportunities for the learner to return to the text After reading Philippa McLean ACER NALLNAC Conference 2015 Push them back to the text. Explain/Justify/Predict Discuss/interact Develop an opinion Present/Role play with specific focus Solve problems/find solutions Analyse/Link/similarities/differences
- 24. How can we use technology? 24
- 25. Use technology to build reading skills Tools: Blogs / Micro-blogs – reading / commenting Social media sites Audio books – reading and listening BBC Skillswise Techniques: Providing text for audio/video content (and visa versa) Recording yourself read out aloud and playing back (MP3 / audio recorder Images which make sense of the text Chunking information (Powerpoint slides, eBooks) 25
- 26. Webinar 3 agenda 26 What Why How2:30 – 3:45pmAEDT
- 27. Consider and identify what is involved in the FS Reading Explain why it’s necessary to ‘tune-in’ to the FS Reading Identify at least one strategy you can feasibly use in your own training to build and support Reading skill development. Webinar 3 objectives 27
- 28. Did you meet your personal target? Reflection 28 What will you take from here?
- 29. More info Next webinar: Writing 10:30 – 11:45 am AEDT, tomorrow Contact us 29 vanguardvisions.com.au llnandvetmeetingplace.wordpress.com Chemène Ann Allison
- 31. BBC Skillswise Precision Consultancy – examples of reading texts and reading activities across ACSF levels QCALTutorTips – mixed FS targeted strategies NationalCentre of Literacy and Numeracy for Adults - TeachingAdults to Read with understanding What works for LLN videos Literacy Face to Face : A resource for volunteer adult literacy tutors 31 Resources
- 32. Webinar series:TeachingTips to build your learners’ foundation skills by LLN andVET Meeting Place andVanguardVisions is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at https://llnandvetmeetingplace.wordpress.com. 32 All images used in this presentation were created by us or accessed via Creative Commons license All photos were accessed from http://www.freeimages.com/
- 33. Note from Chemene: the next few slides should be removed from this PowerPoint after Ann has reviewed the slides, and made sure nothing from the slides that follow is needed. 33
Editor's Notes
- #2: Chemene Welcoming for the first time: Mandy Watson Lola Buckeley Do quick induction with them.
- #3: Chemene
- #4: Chemene Go through items on slide. Mention: for most of webinar intent is to remain muted. If we invite speaking, etiquette: Keep it short and concise Speak only if contribution or query is beneficial to all. If you have a query relevant to your own situation, please type in chat box.
- #5: Chemene
- #6: Chemene
- #7: Chemene, then over to Ann.
- #8: Ann Increasingly the range of reading genres expands, high usage of digital applications and visual texts. Some of these have ‘replaced’ the need/desire to read books. This also influences the range of written word ‘types/complexities that are read. Eg text in a facebook message vs text in an informative web site
- #9: Ann Show this slide after getting ideas from participants.
- #10: Ann, then turn over to Chemene Reading is a complex process – you may not be aware of the many strategies used to make sense of the text you are reading reading is a complex cognitive skill (Binder & Borecki, 2008) no theory or model of cognitive processing is complex enough to account for all that is going on a range of valid perspectives or lenses from which to examine the reading process exists not just one correct way to teach reading or to address a reading difficulty (Greenberg et al., 2011; Tracey & Morrow, 2012) From J McHardy What are learners doing when they read words? (referenced further on)
- #11: Chemene Pose question (show on slide). Give time for participants to type responses in chat box Move to next slide (with our thoughts) when ready
- #12: Chemene Share this slide after getting responses from participants. Why is this a problem? Reading challenges leads to: misunderstand instructions make mistakes put ourselves or others in danger… Reading capacity impacts writing and numeracy capacity There are also emotional side effects—we lose confidence, we disengage, we develop avoidance strategies. We are in the 21st Century—the Information Age! These challenges can pose themselves with any type of text. We often think that pictures or graphics make texts easier to interpret, but not always… (next slide)
- #13: Chemene, then back to Ann Look at this! The same challenges we find with reading and de-coding words, apply to reading visual and multimodal texts, also. So… over to Ann to discuss what we can do to build reading skills…
- #14: Ann Pose question (show on slide). Give time for participants to type responses in chat box Move to next slide (with our thoughts) when ready
- #15: Ann Effective readers predict what’s ahead – don’t actually read every word.
- #16: Ann
- #17: Ann Expose and be explicit about the foundation skill under the microscope – be explicit
- #18: Ann
- #19: Ann Teach all the reading components as an integrated sequence from the context to the letter patterns. Helps us to understand the text and know what it’s about. Comes from: Reading to Learn Teacher Resource Books: www.readingtolearn.com.au
- #20: Ann An important strategy is to build learners’ vocabulary When we do the LLN unit in TAE, a common strategy suggested is, “set up a glossary list” We encourage learners to develop understanding of the word meaning and refer to the list on a needs basis We must do more than that at the introductory level to increase the potential for the word to be learnt - and recalled or recognised in subsequent reading tasks … feature the phonological and orghographic aspects. words that are unknown may be decoded by sounding out and blending letters into pronunciations that are recognised as words (phonological processing) words may be recognised using analogy to known words or they may be predicted by using some letters (orthographic processing) (Ehri, Satlow, & Gaskins, 2009) Janet McHardy at different points in skill development different aspects of phonological and orthographic processing are more important relative to the other but both are important to fluent word reading development the relative strength of orthographic and phonological processing skills varies not only across skilled and less-skilled adult readers but also within each of the two categories orthographic processing is important for identifying irregular words in English because so many words cannot be decoded through regular letter-to-sound rules less-skilled adult readers have poor integration of these processing skills (Greenberg et al., 2011) Next slide shows how from ‘What are learners doing when they read words? Janet McHardy WAALC conference April 2015 less-skilled adult readers commonly have limitations at word level and evidence supports that inability to develop fast automatic word recognition and recall is a primary cause in the breakdown of reading skill development
- #21: Ann Build glossaries but also draw attention to /feature aspects of the word – this helps to build visual memory of the word We can enhance ability to read by building knowledge of how the word is constructed, how it looks, other words that are similar This promotes recognition by sight, the sight of the word activates pronunciation and meaning, therefore the reader can focus on gaining meaning from the print Very helpful for learners at the first three levels of capacity Experience and familiarity with the technique will enable them to become tuned and and begin to apply these strategies independently
- #22: Ann
- #23: Ann
- #24: Ann, then hand over to Allison
- #25: Allison
- #26: Ann and Allison, then back to Chemene
- #27: Chemene
- #28: Chemene Time permitting, take questions.
- #29: Chemene Participants identify: Most useful info or ideas gained Questions they still have. If few participants: invite participants to speak and share key learning (or type into chat box).
- #30: Chemene We’ve earned a good night rest. See you tomorrow! Confirm time of next webinar Reminders: They will need to log on using separate link for the next webinar. Please check emails and sign into the correct one. Invite people to contact us if they have more questions or want more information. Let them know they’ll receive copies of the Ppt slides, and the slides have extra reading and references.