Reading: Comprehension, Strategies and Activities
Download as PPTX, PDF122 likes73,005 views
The document outlines various reading strategies, including bottom-up and top-down processing, emphasizing their importance in comprehension. It discusses practical activities for teaching reading, evaluating understanding through different reading types, and strategies for finding meaning in texts. Additionally, it highlights the significance of schemata in aligning new information with existing knowledge to enhance comprehension.
Reading: Comprehension, Strategies and Activities
- 1. Reading:Comprehension, strategies and activitiesJoAnn Miller, Editorial Macmillanjoannmillerj@gmail.com
- 2. OutlineExperiencing readingTypes of readingBottom-up vs. Top-downParts of a lessonReading strategiesOther Activities
- 5. The Trial Of Bridget Bishop, Alias, Oliver At The Court Of Oyer And Terminer Held At Salem, June 2,16921. What is Bridget accused of?2. What happened to the apple?3. What did Samuel Gray say happened to him?4. What happened to the child?5. What is another way to say “pined away”.6. What is another way to say “Apparrell”?7. How old do you think Bridget was at the time of the trial?
- 6. How much can you understand? Use the words and the drawings.
- 7. Why do you read?Why do your students read?Do you think they ever read in English?What was the last thing you read?Was it is English or Spanish?
- 8. What do we read? (from Grellet 1981)
- 9. Types of readingExtensive reading“Reading in order to gain a general overview of the contents”Intensive reading“Careful detailed reading of section of a text.”Jim Scrivener, Learning Teaching, Heinemann, 1994.
- 10. Reading involves a variety of skills and strategies.
- 11. Recognizing the script of a language手机/手機 (cellphone)discourse indicators however, therefore, etc.Deducing meaning“The smoke thickened. John collapsed.”unfamiliar lexical items “Morphogenesis in diffusion coupled genetic networks.”
- 12. Understanding explicitly stated informationInferred informationconceptual meaningfunction of sentences and utterancesrelations within the sentencerelations between the parts of a text (lexical cohesion devices: however, therefore, etc.cohesion between parts of a text (grammatical cohesion devices)interpreting text by going outside it
- 13. Identifying main point important informationDistinguishing main idea from supporting ideas.
- 14. Extracting salient points to summarize (the text, an idea, etc.)Basic reference skillsSkimmingScanning to locate specifically required informationTranscoding information to diagrammatic displays
- 15. Bottom-up Processing…work on the incoming message itself, decoding sounds, words, clauses and sentences. Includes:scanning the input to identify familiar lexical items
- 16. segmenting the stream of speech into constituents, for example, in order to recognize that 'abookofmine' consists of four words
- 17. using graphic clues to identify the information focus of the word
- 18. using grammatical cues to organize the input into constituentsDavid Nunan, 1999
- 19. Top-down ProcessingUses background knowledge to assist in comprehending the message. Examples:assigning an interaction to part of a particular event, such as story telling, joking, praying, complaining
- 20. assigning places, persons or things to categories
- 21. inferring cause and effect relationships
- 23. inferring the topic of a discourse
- 24. inferring the sequence between events
- 25. inferring missing details.How do we read?We may learn both bottom-up and top-down processesindependently, later on combiningthem – things “click”.Most likely, we interpretreading in terms of whatwe already know, whileintegrating this with what we learn in reading.
- 26. Parts of a lessonPre-reading (Schemata building)Reading practicesPost –reading (relate to other skills)
- 27. Pre-reading: SchemataSchemata are the underlying connections that allow new experiences and information to be aligned with previous knowledge Not possessing the proper schema or being unable to activate it leads to inaccurate constructs. Kevin Laurence Landry,”Schemata In Second Language Reading,” The Reading Matrix, Vol.2, No.3, September 2002.
- 28. SchemataThe kind of presumptions we make of the world depend on our experiences and on how our minds have organized the knowledge we have gotten from our experiences.
- 29. Can you understand this text?Out of 41 cirrhotic patients, 22 (53.7%) patients were diabetic and 7 (17.1%) patients had IFG and/or IGT. Univariate analysis showed that only two factors were associated with DM rate. Mean of age in diabetic cases was significantly higher than that of non-diabetic ones (P = 0.003). Moreover, DM was significantly more prevalent in patients with Child-Pugh's score B than score A (P = 0.04). Since there was no score C in study sample, we could not evaluate this class of cirrhosis. After applying logistic model, only Child-Pugh's score kept its significance (P = 0.04, OR = 9.6, 95%CI: 1.0–88.4) as an independent predictive factor for DM in cirrhotic patients (table 4).
- 30. The ReadingWhat kinds of texts?What kind of activities?
- 31. What can we read?Novels
- 32. Poems
- 33. Letters
- 34. Newspapers
- 35. Guidebooks
- 36. Advertisements, travel brochures, catalogues
- 38. Reading ActivitiesPut illustrations of the text in the correct order.Put cut-up paragraphs back in the correct order.Find words in the text that mean the same as a list of words.Read text and find the mistakes in illustration (or draw your own illustration).Read text and make a list of particular items (e.g. jobs that need doing-, the author's proposals; advantages and disadvantages, etc).Give a title to each section of the article (or match given titles with the sections).Find appropriate places in text to reinsert some sentences that have previously been separated from the text.
- 40. Reading StrategiesUnderstanding vocabulary in contextReading for general meaningPredicting / PreviewingSkimmingFinding the main ideaReading for specific informationInferenceScanningContextual referents / Rhetorical devices and clause markers
- 41. Understanding meaning from contextWhat to do when you find a new word when you’re reading…Ignore it. Continue reading. Look at it. Cover it up with your finger and try to read the sentence.Think about the general idea of the text. And if nothing else works and you still can’t understand the main idea of the text, use the dictionary.
- 42. Reading for general meaningPredicting / previewing: Looking quickly at the text before beginning readingSkimming: Reading quickly to get a main ideaFinding the main idea: Understanding the writer’s principal message
- 43. Predicting / PreviewingThere are many specific strategies that are used when we read for the main idea. These can signal important main ideas and give us an idea of the gist of selection.Headlines, headings and subheadings
- 44. Illustrations
- 45. Captions
- 46. Changes in typesetting (italics or bold print, for example) SkimmingRead the title, subtitles and subheadings Look at the illustrations Read the first and last sentence of each paragraph.Let your eyes skim over the text, taking in key words.
- 47. Finding the main ideaThink about the meaning of the whole textTry to identify a these that connects each sentenceLook for examples that might explain the topicDon’t focus on individual words
- 48. Reading for Specific InformationInference: Understanding something the writer doesn’t say directlyScanning: Looking through a text quickly to find specific information.
- 49. InferenceFrom Sharkey’s Dance Club???
- 50. InferenceLook for verbs, adjectives and adverbs. Decide if adjectives are positive or negative.Decide how ideas relate to each otherTry to imagine what is happeningLook for clues…like a detective
- 51. ScanningLook at any heading. Find the section you wantQuickly look for the information you need.Stop reading when you find what you want.
- 52. Contextual References and Cohesion DevisesUnderstanding how ideas in a text are related.PronounsPossessive adjectivesRhetorical devicesClause markers
- 53. Pronouns and PossessivesJohn gave Jane her book.his
- 54. Rhetorical Devices and Clause MarkersRhetorical devices are used to help readers understand the relationships between ideas. Some are very easy to understand: for example, and, but.However, others are much more difficult from a vocabulary point of view.
- 55. Other ActivitiesNot all is work…there is also play.
- 56. Jigsaw ReadingGoal: To help the student to find out how the text is organized and what the relations are between the different parts of a text.Strategies involved: Prediction, recognizing discourse indicators and relations between parts of a text.Skills involved: Reading, listening, speaking
- 57. Thank you.JoAnn Miller, Editorial Macmillanmiller@room20.orgHandout available at:www.efltasks.net Presentations