Reflecting on The Significance Of Reading In The Esl
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This document discusses the value of reading in EFL classrooms and strategies for improving student attitudes towards reading. It notes that students often see reading as boring and something that is only used to answer comprehension questions. The document advocates for using pre-reading, while-reading, and post-reading activities to build student interest and engagement with texts. Some strategies mentioned include using prediction, vocabulary building, note-taking, and inferring to help students actively engage with what they are reading. The overall message is that teachers need to help students find pleasure in reading to develop lifelong reading habits.
![Inferring word clues + experience = inferences
Readers who infer…
Draw conclusions about their reading by connecting the
text with their background knowledge.
Synthesize new ideas and information.
Create unique understandings of the text they are reading.
Make predictions about the text, confirm or disconfirm
those predictions based on textual information, developing
comprehension of the text as they read
Extend their comprehension beyond literal understandings
of the printed page
[For narrative text] Can you predict what is about to happen?
Why did you make that prediction? Can you point to (or identify) something in the book that
helped you to make that prediction? [Or] What do you already know that helped you to
make that prediction?
What did the author mean by _________? What in the story (text) helped you to know that?
What do you already know that helped you to decide that?](https://image.slidesharecdn.com/recognizingthesignificanceofreadingintheesl-100301154237-phpapp02/85/Reflecting-on-The-Significance-Of-Reading-In-The-Esl-8-320.jpg)
Reflecting on The Significance Of Reading In The Esl
- 1. Reflecting on the value of Reading in the EFL classroom G. Ledwith
- 2. Student’s Attitudes to Reading Students are Associated reluctant to read in with mother tongue memorizing & regurgitating Reading only enables them to Passive = Boring answer comprehension tasks Reading no longer a pleasure World of reading unaccessible and avoidable
- 3. Deprives students of time for grammar instruction Feels very little Often a waste of is accomplished Teacher’s valuable time Attitudes to Reading Limits Provides student’s narrow range responses of activities
- 4. Raise student’s curiosity Activate background knowledge Motivate student’s interests Pre reading activities Contribute to comprehension * Provide opportunities for reflection help students build up their expectations and Put into play strategies such as understandings about a text before they actually hypothesis, prediction. begin reading it. * One type of pre-reading task is to introduce targeted vocabulary.
- 5. Background information Vocabulary building (ladders) K-W-L- Chart Prediction Pre reading activities Hypothesis Spot the genre Anticipation Guides Character anticipation
- 6. Agree – Disagree: Before and After Observation Diary Predictions Cause and Effects While reading Dear diary Sizing up the Setting Follow the clues Who said What and Why Herringbone Technique Notes and quotes
- 7. Story Board Opinion Page Building a Story Post reading SWBS: Plot Chart From me to you! Story Tree Comic Strip Template
- 8. Inferring word clues + experience = inferences Readers who infer… Draw conclusions about their reading by connecting the text with their background knowledge. Synthesize new ideas and information. Create unique understandings of the text they are reading. Make predictions about the text, confirm or disconfirm those predictions based on textual information, developing comprehension of the text as they read Extend their comprehension beyond literal understandings of the printed page [For narrative text] Can you predict what is about to happen? Why did you make that prediction? Can you point to (or identify) something in the book that helped you to make that prediction? [Or] What do you already know that helped you to make that prediction? What did the author mean by _________? What in the story (text) helped you to know that? What do you already know that helped you to decide that?
- 9. It is not enough to know how to read. If one is to become a lifelong reader, it is imperative that one has the desire to read. Skill makes reading a possibility. Motivation makes reading a reality.
- 10. Teachers have the possibility to help students find Pleasure in reading Perceive writer’s skills Experience language Voice one’s ideas in meaningful context Picture other lives, places, times No right / wrong Enables students answers to continue in Entertainment contact with L2 Sharing with others While inmersed in wide range of language tasks and vocabulary building
- 11. It is in your hands...
- 12. Bibliography Oliver Keene, Mosaic of Thought. The Power of Comprehension Strategy Instruction. Heinemann Jean Greenwood, Class readers. OUP Debbie Miller Comprehension Strategy – Drawing Inferences - www.readinglady.com/.../Inferences%20handout%20by%20Deb%20Smith.doc International Reading Association – Read Write & Think - http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175
Editor's Notes
- #5: One type of pre-reading task is to introduce targeted vocabulary.