09 - Teaching reading PDF

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Teaching reading Bottom-Up Processing - Reading as the ability to decode text - Graphic  phonemic  syntactic  semantic - Meaning resides in the text and the reader has to reproduce meaning - The focus is on the text - Reading is basically a matter of decoding a series of written symbols Top-Down-Processing - Reader is at the heart of the reading process - Learner’s prior knowledge plays a decisive role in reading comprehension - Reading as a psycholinguistic guessing game - Readers focus on the context and manage to construct meanings in the text via reading strategies (predicting, inferring, etc…) - Besides knowledge, a set of flexible, adaptable strategies are used to make sense of a text or monitor ongoing understanding An interactional perspective - Reading skills o Automatic recognition skills o Vocabulary and structural knowledge o Formal discourse structure o Content/background knowledge o Synthesis and evaluation o Metacognitive knowledge Typology of reading skills - Skimming: reading rapidly for the main points - Scanning: reading rapidly to find a specific piece of information - Extensive reading: reading for pleasure, emphasis on overall meaning - Intensive reading: reading a short text for detailed information Elements of effective reading instruction - Phonemic awareness - Decoding and word studies - Vocabulary development - The explicit teaching of comprehension strategies - Meaningful writing experiences - The development of fluent reading by reading and rereading familiar texts - A wide range of reading materials - Opportunities for both guided and independent reading

Pre-reading phase

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Creating the atmosphere, motivating readers, activating

While-reading phase

Post-reading phase

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prior knowledge, providing structure Understanding key words Collecting information on author, publication, topic, plot Reacting to a silent impulse Predicting characteristics of the text Brainstorming Carrying out an opinion poll Reacting to a provocative statement Helping students understand and process the text Decoding unknown words Presenting in visual form: completing charts, grids, flow charts Summarizing Finding headings for passages Predicting the continuation of the plot Stopping at certain points to reflect Answering questions Analysing and interpreting, personal responses, further research, creative text production, … Writing a comment, letter to the editor, create a blog entry, record an aural statement, video, etc. Changing the text into a different text type

Theories of reading The traditional view - Readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability - Readers are passive recipients of information in the text, reader has to reproduce meaning - Matter of decoding a series of written symbols – “bottom-up” - Processing, referring to the idea that meaning exists in the printed page and is interpreted by the reader, then taken in – “outside-in” The cognitive view - “top-down” as an opposite model to the “bottom-up” - process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses - “building blocks of cognition” which are used in the process of interpreting sensory data, retrieving information from memory, organising goals and subgoals, allocating resources, guiding the flow of the processing system Metacognitive view - Thinking about what one is doing while reading - Identifying the purpose of the reading before reading - Identifying the form or type of the text - Thinking about general character and features of the form/type of the text - Projecting the author’s purpose of writing the text while reading - Choosing, scanning or reading in detail...