ELT:533 TEACHING THE LANGUAGE SKILLS

READING SKILLS

Reading

“Reading is a process of constructing meaning from

written texts. It is a complex skill requiring the

coordination of interrelated sources of information”

(Stanley, 2007)

Different kindsof readings

Extensive

Intensive

Reading which students often do.

Consists of detailed focus on the construction of reading texts.

Adult literacytraining

• The role of cognition in reading.• The role of automaticity in word recognition.• The role of concious strategies.• Effective techniques for activating schemata.• Relationships of reading an writing.

Academic Purposes for Reading

Reading to search information (scanning and skimming)

Reading for quick understanding (skimming)

Reading to learn

Reading to integrate information

Reading to evaluate, critique and use information

Reading for general comprehension (in many cases, reading for interest or entertain )

Strategies for Reading Comprehension

1. Identify the purpose of reading.

2. Use graphemic rules and patterns to aid in bottom-up decoding.

3. Use efficient silent reading techniques for relatively rapid comprehension.

4. Skim the text for main ideas.

5. Scam the text for specific information.

6. Use semantic mapping or clustering.

7. Guess when you aren´t certain.

8. Analyze vocabulary.

9. Distinguish between literal and implied meanings.

10. Capitalized on discourse makers to process relationships: Enumerative, addetive (reinforce, similarity, transition), logical sequence (summative, resultative), explicative, illustrative, contrastive (replacive, anthithetic, converssive)

The importance of teaching reading.

TEACHING

READING

The importanc

e of developing letter-sound

correspondence for

early reading

The need for a large vocabular

y for fluent

reading The value of

extensive reading

The need for

students to

become effective strategy

users

The usefulnes

s of Content-Based

Instruction

NEGATIVE ASPECTS!Very little practice of the skill of reading.

The learner will not be able to read quickly

nor smoothly

.

The learner will not be

able to read at

her/his own level of reading ability.

The text may or

may not interest

the learner.

Few chances to learn

the patterns

in English.

The learner

often has to stop reading and use

a dictionar

y.

The key to a successful reading program is a good balance between Intesive Reading, Extensive Reading, the development of vocabulary, and work on reading skills and strategies.