7/26/2019 hal 39

1/1

Intensiue

and

extensiae

read,ing

Moreover,

longer

texts

are

liable

to

get

forgotten

in

the

classroom,

since

it

is

easier

to

handle

short

texts

which

can

be studied

ini

lesson

or

two.

But

the

whole

is

notJust

the

sum

ofits

parts,

and

there

are

reading

strategies

wtrich

can

be

t""irr"a

onry

by

practice

on

longer

texts.

scanning

and

skimmin ,

the

use

"r".o"t*t,

list,

an

index

and

similar

apparatus,

are

obvious

ones.

More

complex

ana

a"go"uii

*o"e

important

are

the

ability

to

discern

relationships

between

the

various paits

ofi

tong".

text,

the

contribution

made

by

each

to the

plot

or

argument,

the

accuinulating

eviaence

of

a

writer's point

of

view,

and

so

on.

These

are

matters

which

seldom

get

much

attention

except

in

the

literature

class,

but

they

apply

to

reading

any

kind ofbook.

They

cannot

be

ignored

ifstudents

are

to

become

competent

readers.

But

class

time

is

always

irt

short

supply

and

the

amount

of

readlng

needed

to

achieve

f-l3e1cr

arrd

efficiency

is very

great

-

much

greater

than

most

stuienis

will

undertake

if

left

to

themselves.

so we

need

to

promote

ieading

out

of

class.

some

susgestions

about

how

such

a

programme

might

be

organized

ire

*"ae

ioirr"pie,

e.

Further

reading

On the

use

of

reading

to

promote

language

development,

see

Chap

ter

g

Further

Reading.

Johns

and

Davies

1983

makes

the

distinclion

betweentixts

as vehicles

for

information

and

as

linguistic

objects.

on

the

teacher's

role,.seexichards

1990

chapter

5.,on

the

principles

of

teaching

reading,

see

smith

1983

chapterz;

williams

j986.

wood

rgie

eitiains

the

concepts

of

scalrolding

and

the'zo-n1

glnrgxlmal

development'

(cf

my,n"*irt.J

t.vel,

KrasheR,s

'i

+

1'(Krashen

r9gs,

1989),

prabhu's

,reasonible

chauenge,(pralrri

rgeo.

cairney

1990

and

Mallett

1992

arlqo

discuss

tlese,

and

the

relat"a

i-mpi.tu"."

of

.text

talk,.

These

concepts

derive

from

Vygotsky

lb?g.

Practical

applications

include

the

.apprenticeship,

approach

(Harison

and

coles

l-Pz;

watertand

1988)

and

'text

talk,

approaches,

eg

Lunzer

et

iiisiilrlri"h

includes

illuminating

transcripts

of

reading

le-ssons.

on learndr

training

see

Ellis

and

sinclair

1989.

Transcripts

and

think-aloud

protocols

suc-h

as

Aslanian

1988,

Block

1986,

1992

show

the

neea

to

ievJ"p

t

ri.t

cognitive

y|-i tsao,n

metacognition

see

also

Davies

1995;

Wray

1994;

C"".rU

"t

J

1988;

Casanave

1988;

Spires

1990;

Henshaw

1991.

0n

the

Eeatment

of

longer

texts

see

Collie

and

Slater

198?.

39