TEACHING READING
- 1. B.A. IN E.L.T. 5th. SEMESTER MTE. Gloria A. Gonzalez
- 2. What is Reading? “Reading is a process of looking at a series of written symbols and getting meaning from them”
- 3. Kinds of Reading • Extensive Reading • Intensive Reading
- 4. Characteristics of Extensive Reading • Students read as much as possible, individually • A variety of material is available • Students select what they want to read • The purposes of reading are usually related to pleasure, information and general understanding. • Reading material are within the linguistic competence • Reading faster • The teacher is a role model of a reader for the students
- 5. Characteristics of Intensive Reading • Usually classroom based • Students focus on linguistic or semantic • Students identify key vocabulary • Text are read carefully and slow • Problem solving • Aim is to build more language knowledge • Seen more commonly than extensive reading in classroom
- 6. WHAT DO SUCCESSFUL READERS DO? Recognize words quickly Use text features (subheadings, transitions,etc) Use titles to infer what information might follow Use world knowledge Analyze unfamiliar words Identify the grammatical functions of words Read for meaning of the text Evaluate guesses and try new guesses if necessary Monitor Comprehension Keep the purpose for reading the text in mind Adjust strategies to the purpose for reading Identify or infer main ideas Understand the relationships between the parts of a text Distinguish main ideas from minor ideas Tolerate ambiguity in a text Paraphrase Use context to build meaning and aid comprehension
- 7. APPROACHES There are two approaches which describe the nature of the reading learning process: • Bottom-up processing, readers must recognize a variety of linguistic signals (letters, morphemes, syllables, etc.), and impose some sort of order them, so as to make them cohere. • Top-down processing, it focuses on the background knowledge a reader uses to comprehend a written text.
- 8. THE SCHEMA THEORY • According to Nunan (1999) "schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help us make sense of new experiences."
- 9. ACTIVATING AND BUILDING THE SCHEMATA • Pre-Reading • While-Reading • Post-reading Predicting Semantic Mapping Reconciled Reading Skimming Scanning Note-taking Guess Analize vocabulary Questions Mind-Mapping Summarizing
- 10. THE GOOD READING TASK Typically makes use of authentic and challenging texts Provides students with rhetorical or topical framework for processing and analyzing the text Frequently involves an oral reading of the text by the teacher or the student followed by silent reading and re-reading of the text Involves the students interacting with the text instead of indirect question answering Frequently involves the transfer of information from the text to a visual or diagrammatic representation. ACTIVE READING Students make their hypotheses explicit. Hypotheses are evaluated by other students and checked against the text There’s a discussion about alternative interpretations. Students ask questions about what they do not know instead of answering questions to which they know the answers or which may be seen as irrelevant. If necessary, the teacher can adopt a role of informant rather than inquisitor Students learn to be critical in their reading of a text.