1.UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGGICO DE CARACASDEPARTAMENTO DE IDIOMAS MODERNOSPROGRAMA INGLSINGLS PARA FINES ESPECFICOS Teaching Reading Alexis Centrella Vegas Nancy CoronadoJune, 2012

2. Reading is a process of constructing meaning fromwritten texts. It is a complex skill requiring thecoordination of interrelated sources of information(Stanley, 2007)Taken from: Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average inReading. The United States of America: ProQuest Information and Learning Company. 3. Students carreer. Language acquisition. Students vocabulary knowledge. Modelig English writing. Introduce topics. Stimulate discussions.Taken from: Jeremy Harmer (2009). How to teach English. England: Pearson Education Limited 4. Letters, morphemes, syllables, words, Bottom-up Text-basedphrasesExample: wet brought who socks somewho brought some wet socksLearnes draw their own intelligence Top-downReader-based and experience to undestand the text.Example: Fo- ex-mp-e, y-u c-n r-ad -h-s se-te-ce -it- ev-ry -hi-d l-tt-r m-ss-ng.For example, you can read this sentence with every third letter missing. Examples Taken from: Bernstein, D. (2008). Essentials of Psychology. USA: WadswothTaken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 5. The reader brings information, knowledge,Scheme theory and emotion, experience, and culture to thebackgraund knowledgeprinted world. (Content schemata andFormal schemata)The role of affects Language ego, self-steem, emphathy,and culture motivation.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 6. ExtensiveReading which students often do.Different kindsof readings Consists of detailed focus on theIntensive construction of reading texts. The role of cognition in reading. The role of automaticity in word recognition.Adult literacy The role of concious strategies.training Effective techniques for activating schemata. Relationships of reading an writing.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 7. Is the process of extracting and constructing meaningthrough interaction and involvement with written language. Comprehension entails three elementsThe reader who is doing the comprehending.The text that is to be comprehended.The activity in which comprehension is a part. The socio-cultural context mediates students experiences, just as students experiences influence the contextTaken from: Snow C. (2002). Reading for understanding toward an R&D program in readingcomprehension. 8. 1. Discriminate among the distinctivegraphemesand orthographic pattern of English.3. Retain chunks of language of different lengths in short term memory.5. Process writing at an efficient rate of speed to suit the purpose.7. Recognize a core of words, and interpret word order patterns and their significance.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 9. 1. Recognize grammatical word classes, systems, patterns, rules, and elliptical forms.3. Recognize that a particular meaning may be expressed in different grammatical forms.5. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.7. Recognize the rhetorical forms of written discourse and their significance for interpretation.9. Recognize the communicative functions of written texts, according to form and purposes.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 10. 1. Infer context that is not explicit by using background knowledge.3. Infer links and connections between ideas, deduce cause and effect, detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.5. Distinguish between literal and implied meanings.7. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.9. Develop and use a battery of reading strategies. Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 11. 1. Identify the purpose of reading.3. Use graphemic rules and patterns to aid in bottom-up decoding.5. Use efficient silent reading techniques for relatively rapid comprehension.7. Skim the text for main ideas.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 12. 1. Scam the text for specific information.3. Use semantic mapping or clustering.5. Guess when you arent certain.7. Analyze vocabulary.9. Distinguish between literal and implied meanings.11. Capitalized on discourse makers to process relationships:Enumerative, addetive (reinforce, similarity, transition),logical sequence (summative, resultative), explicative,illustrative, contrastive (replacive, anthithetic, converssive) Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 13. It is an active process of constructing meaning. Interactive: Involves the reader, the text and the context in whichreading takes place. Strategic: Readers have purposes for their reading and use a variety of strategies as they construct meaning. Adaptable: Readers change the strategies they use depending on the text and on the purpose. Taken from: Reading for Understanding: Toward an R&D Program in Reading. http://www.readingresource.net/teachingreading.html 14. Making connections: Text to self, text to text and text to world.Creating mental images: Visualizing the written information.Questioning: Asking themselves questions throughout the reading.Inferring: Reading between the lines.Evaluating: Determining importance.Sinthesizing: Ordering, retelling, and recreating into a coherent the whole information. 15. OralLinguisticIntensiveContent SilentSkimmingExtensive ScanningGlobalTaken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 16. Do not overlook instruction in reading skill. Use motivating techniques. Balance authenticity and readability in texts. Encourage the development of reading strategies. Include: bottom-up and top-down techniques.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 17. Follow the SQ3R.Survey, questions, read, recite, andreview Subdivide techniques. Before you read, while you read, afteryou read. Doing, choosing, transfering, answering, Build your techniques. considering, extending, duplicating, modeling, conversing.Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy. 18. Reading is considered to be one of the process that promoteslanguage aquisition. In the process of reading schemata, backgraund, affects andculture, the type of reading, and the age of the learner playan importan role. Learning goes beyond the simple process of decoding texts. Students need to know how to read to get the informationrequired. There are several estrategies to develop the reading skill. 19. Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average in Reading. The United States of America: ProQuest Information and Learning Company.Jeremy Harmer (2009). How to teach English. England: Pearson Education Limited.Brown, D. (2007). Teaching by Principles. An interactive approach tolanguage pedagogy.Snow C. (2002). Reading for understanding toward an R&D program inreading comprehension. [Book in line]. From: http://books.google.co.ve/books?id=R1t9btYnK_EC&pg=PA9&dq=definition+of+reading+comprehension&hl=es&sa=X&ei=F53TT6e1BvCK6QGr7uTAg&sqi=2&ved=0CDsQ6AEwAQ#v=onepage&q=definition%20of%20reading%20comprehension&f=false. [Consulted: 2012, June 10]