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TEACHING READING
Reading Purposes
Intensive reading Extensive reading
Reading Purposes
Munby:• INTENSIVE READING• EXTENSIVE/RECEPTIVE READING
Reading Purposes (cont’d)
Grellet:• INTENSIVE READING• EXTENSIVE/RECEPTIVE READING• SKIMMING• SCANNING
Models of Reading Comprehension
Barnett:• BOTTOM UP
From Omaggio, A.
Models of Reading Comprehension (cont’d)
Barnett:• TOP DOWN: experience and intelligence to
understand — schemata
We need to consider:a) The interactive nature of reading: Ss are
individuals who approach the text with different background knowledge, interests, motivation,etc.
b) The PURPOSES--- why? MY objective? Strategies and processes involved?
Activities designed to check comprehension aim at:
a) Clarifying CONTENT: Understanding facts, implications, suppositions.
b) Clarifying DISCOURSE STRUCTURE: i.e. function of the passage, argumentative organization, rhetorical structure, use of cohesive devices, relationship between sentences, etc.
Elements to consider when teaching reading:
• Top down & bottom up processing• Schema theory• Strategic reading• Extensive reading• Fluency• Vocabulary• Role of the culture• Age of students
From Brown, D.
From Brown, D.
• Different GENRES• Permanence• Processing time• Distance• Orthography• Complexity• Vocabulary• Formality
Characteristics of written language:
Techniques for Teaching Reading Skills
Phillips’ 5 stages plan:
1) PRE-TEACHING / PREPARATION STAGEActivities:• Brainstorming• Looking at visuals, headline, titles, graphics,
etc.• Predicting from title or first lines
From Omaggio, A.
2) SKIMMING / SCANNING STAGESActivities:• Identifying topic sentence and main ideas• Multiple choice on best paraphrase• Matching subtitles and paragraphs• Filling in charts• Creating headlines for different sections• Making global judgements or reacting
3) DECODING / INTENSIVE READING:
(Harmer) addresses the ‘vocabulary question’: How do we cope with
Ss’ desperation to know every single word?
4) COMPREHENSION STAGE:E.g.
– Wh-questions– True/False questions– Multiple choice– Gap-filling exercises– Tables/charts to
complete– Sorting/grouping– Sequencing– Matching
Comprehension QuestionsTypes of comprehension questions:
• Literal• Reorganization• Inference• Evaluation
Forms of questions:• Yes/No• Alternative• True or False• Wh-• Multiple choice
5) TRANSFERABLE / INTEGRATING SKILLS:• Summarizing• Discussing• Relating topics to own reality• Think-pair-share• Response journals• Extension activities of various kinds
Strategies for Reading Comprehension
1) Identify the PURPOSE in reading2) Aid bottom up decoding3) Use effective silent reading techniques4) Use semantic mapping or clustering5) Encourage Ss to guess when uncertain6) Help Ss analyse vocab, distinguish
literal and implies meaning
From Brown, D.
Principles for teaching Reading Skills
1) Do not overlook specific focus on reading skills
2) Use intrinsically motivating skills3) Balance authenticity and readability
(SUITABILITY, EXPLOITABILITY, READABILITY)4) Encourage the development of reading
strategies5) Include BOTH bottom up and top down
strategies
From Brown, D.
6) Follow the SQ3R sequence:SurveyQuestionReadReciteReview
7) Plan for ALL the 5 stages8) Build an assessment aspect into your
techniques
Principles for teaching Reading Skills
1) Reading is NOT a passive skill2) Ss need to be engaged with what they
are reading3) Ss should be encouraged to respond to
the content of a reading text4) Prediction is a major factor in reading5) Match the task to the topic6) Good teachers exploit reading texts TO
THE FULL
From Harmer, J. (2)
Roles of the Teacher in Reading LessonsFrom Harmer, J.
1) ORGANISER2) OBSERVER3) FEEDBACK ORGANISER4) PROMPTER