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TEACHIN
G ELL
S
INCREASED R
EADING
SPEED A
ND GREAT
ER
READING
COMPREHENSIO
N
CR
EA
TE
D B
Y D
. K
ELLE
RM
AN
N
EN
GLI S
H L
AN
GU
AG
E I
NS
TI T
UT
E/ U
NI V
ER
SI T
Y
OF
FLO
RI D
A F
OR
SE
TE
SO
L O
CT
OB
ER
20
15
OVERVIEW Describe Skills/Course Structure Identified Ss Needs Researched Reading Methods Experimented With and Observed Methods Combined Into One Blended Method Outcomes
ENGLISH LANGUAGE INSTITUTE/IEP AT UFSkill Levels 10-60
Low Beginner to High Advanced
Skills => Grammar
Listening/Speaking
Reading/Writing
INFORMAL READING RESEARCH
Observed students in levels 30 – 60
Kept a log of challenges by 1st language group
---TOEFL/IELTS READING Scores
Read Books AND articles about reading
Asked ESL teachers at the ELI and at other IEPs
Identified Important Issues
STUDENT NEEDS IN ELI/ESL READING COURSEREAD FASTERENGLISH READING SKILLS
-- TRACKING LEFT/RIGHT, TOP TO BOTTOM
-- FOCUSING LINE BY LINE INCREASED COMPREHENSION
--ABILITY TO SELECT IMPORTANT INFO TO RETAIN
MORE FORMAL RESEARCH SOURCES
Read articles like: “Metacognition and EFL/ESL Reading” by Carrell,
Gadjdusek, & Wise “Toward A Realization of Psycholinguistic Principles
in the ESL Reading Class” by Clarke & Silberstein “Schema Theory and ESL reading pedagogy” by
Carrell & Eisterhold Read books and articles by Dr. Keith Folse like
Intermediate Reading Practice Read books and articles like Teaching EFL/ESL
Reading and Writing by Nation
READING HAS MANY COMPONENTS
PHYSICAL/EYE MOVEMENTS MENTAL/BRAIN PROCESSINGKNOWING SOUNDS OF LETTERSMEANINGS OF WORDS/ IDIOM
MEANINGSGRAMMAR RULES AND CONNECTIONSFITTING IN NEW INFO TO PRIOR
KNOWLEDGE
BEHAVIORS THAT SLOW DOWN READING
READING EACH WORD VOCALIZING LOSING FOCUS/RE-READING MAKING FAULTY EYE-MOVEMENTS LOSING YOUR SPOT/PLACE
MORE BEHAVIORS THAT SLOW DOWN READING
SLOWING DOWN PURPOSELY TO IMPROVE COMPREHENSION
NOT RECOGNIZING & FIT INTO “SCHEMA”
NOT EVALUATING WHAT IS IMPORTANT
TRYING TO REMEMBER ALL
READING FASTER STRATEGIES USING A “FOCUSER” (COLOR PLACE MARKER)
READING IN “CHUNKS” OR WORD GROUPS
NOT READING EVERY WORD
READING DAILY FOR 30 MIN.-60 MIN.
“2 PORTAL” READING
NEEDED PARTS OF THREE METHODS
CHUNKING
PREVIEW/SKIM/SCAN
SPEED READING
CHUNKING READING
READ IN THOUGHT GROUPS
GROUP WORDS IN MEANINGFUL PHRASES
DON’T READ EVERY WORD
PREVIEW/SKIM/SCAN ESL READING ASK WHY-REASON READING THIS? PREVIEW
--Title/ Bolded words/graphs/charts/pictures
--CONNECT WITH WHAT YOU KNOW SKIM
- Read intro paragraph, first sentence & last sentence of each body paragraph, & read conclusion paragraph
--Create an idea map (cognitive map) SCAN--read questions and scan for answers MAKE NOTES, CIRCLE WORDS
SPEED READING INCREASE EYE SPAN/ USE CIRCULAR & SMOOTH EYE &
HEAD MOTIONS
FORCE Ss SPEED TO INCREASE SLOWLY
USE A FOCUSER
PRACTICE READING PASSAGES FASTER
USE TIMED READINGS
CHART/LOG TIME AND COMPREHENSION OVER A PERIOD OF TIME
COMBINED THREE METHODS
CHUNKING READING
+PREVIEW/SKIM/SCAN ESL READING
+SPEED READING
LESSON PLAN SEQUENCE TARGET LEVELS HIGH INTERMEDIATE TO HIGH
ADVANCED LEVELS SHOW POWERPOINT USE SHORT READINGS 125 WORDS -200 WORDS TO
INTRO IDEAS SHOW & USE ALL 3 METHODS COMBINE KEEP TIME AND CALL EACH Ss TIME QUESTIONS ANSWERED AFTER STUDENTS
COMPLETE READINGS EXPLAIN KEEPING LOG & MAKING FIRST ENTRIES FIRST WEEK DO 3-4 READINGS/REPEAT POWERPOINT AVERAGE AT LEAST 2 EACH WEEK
PRACTICE CHUNKING AS A CLASSThere is a growing interest in old railroad cars. These
old cars remind people of other time. Years ago train
travel was lots of fun. From the late 1800s to the mid-
1950’s some railroad cars were very beautiful. They were very comfortable, too. This kind of travel ended when people started to use planes.
Today these old cars are being put to new use. They have
been turned into ice cream parlors, snack bars, and
shops. The cars are used, too, for special rides.
At a sale of old railroad cars, one couple said they
planned to make a car into a fancy store. They would
sell sandwiches and pizzas in it. Another person wanted
PRACTICE PREVIEW /SKIM/SCAN AS CLASSUSE SAME PASSAGETALK THROUGH THE PROCESS OF
PREVIEW/SKIM/SCAN
- EXPLAIN EACH STEP AND SAY THIS IS WHAT YOU SHOULD BE DOING WITH EACH READINGMAKE CONNECT WITH WHAT YOU KNOW
CHART ON BOARDMAKE COGNITIVE MAP ON BOARD TOGETHER
COGNITIVE MAP OF READING PASSAGE # 1
Introduction P.=> topic and author’s controlling idea and main supporting ideas (thesis)
Old railroad cars new uses
Old use comfortable and beautiful travel
# 1 Body P.=> new uses =snack bars, shops, ice cream parlors
# 2 Body P.=>list of other new uses fancy store, classroom studying stars, name of s town
Conclusion P.=>Prices of old railroad cars $9000, $25,000, & $200 Restated thesis
PRACTICE SPEED READING STRATEGIES AS A CLASS
USE SAME PASSAGE
TALK THROUGH AND USE FOCUSER ON COMPUTER PROJECTION OF READING
EXAGGERATE EYE MOVEMENTS AND SHOW POWERPOINT PROCESS
FOCUSER SAMPLE There is a growing interest in old railroad cars. These FOCUSER EYES old cars remind people of another time. Years ago trains….
STUDENTS KEEP A CHART/LOG OF WORDS PER MINUTE & COMPREHENSION
USE DATA FROM FIRST TWO READINGS-WORDS PER MINUTE/COMPREHENSION
SHOW HOW TO CALCULATE USING COMPUTER PROJECTION
ENTRY OF DATA IS Ss JOB AFTER DAY # 1
LOG COMPLETION IS HOW ACTIVITY GRADED-PARTICIPATION
STUDENTS KEEP A CHART/LOG
GRADUALLY INCREASE IN EACH READING:
NUMBER OF WORDS
VOCABULARY LEVEL
GRAMMAR COMPLEXITY
NUMBER AND DIFFICULTY OF COMPREHENSION QUESTIONS
BUT DECREASE SIZE OF FOCUSER TO A PENCIL
ASSESS ABILITIES OF CLASS TO DECIDE RATE OF INCREASE
SOME SEMESTERS ONLY USE THE FIRST THREE SETS OF READINGS
THIS SEMESTER ACTUALLY GRADUATED TO USING TOEFL & IELTS TEST READING PASSAGES AND QUESTIONS
SPEED SLOWS DOWN AT FIRST ON THOSE TEST READINGS
LATER SPEED IMPROVES
STRATEGIES FOR ANSWERING TEST QUESTIONS
BOOKS & READINGS I’VE USED
Intermediate Reading Practices Revised by Keith FolseMYSTERY Readings from ELI FilesPeterson’s Master TOEFL Reading Skills (PBT) by
PetersonReader’s Choice 5th Edition by Silberstein, Dobson &
ClarkeReading Power 2 Fourth Edition by Jeffries &
MikuleckyThe Complete Guide to the TOEFL Test iBT Edition by
B. Rogers
OUTCOMES
SIX YEARS (2-3 SEMESTERS EACH YEAR) OF WORKING & IMPROVING METHOD
ALMOST 100% IMPROVED AT LEAST A SMALL % IN SPEED & COMPREHENSION
ONLY 3 STUDENTS IN 6 YEARS LOGs SHOWED NO CHANGE
--1ST MANY ABSENCES AND TARDIES OVER ½ THE TOTAL HOURS FOR SEMESTER
-2ND STUDENT WAS ALREADY AN EXCELLENT READER
-3RD THERE WAS NO CLEAR REASON
QUESTIONS?
WANT POWERPOINT & HANDOUTS? EMAIL ME: [email protected]
RESOURCES Carrell,P. & Eisterhold, J. (1988 )“Schema Theory and ESL reading
pedagogy” Instructional. Science, 26, 97-112.
Carrell,P., Gadjdusek, L. , & Wise, T. (1989) “Metacognition and EFL/ESL
Reading” Reading Matrix. 25, 108-125
Clarke, M. & Silberstein, S. ( )Toward A realization of Psycholinguistic
Principles in the ESL Reading Class” . Psychological Journal
Folse, K. (2001) Intermediate Reading Practice Revised Edition. Michigan
Press, USA.
Nation, I.S. P. (2009) Teaching EFL/ESL Reading and Writing . Publishers Routlege.
New York: USA