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Teaching Reading?
A paradoxical situation exists in language classrooms around the world. Although most language courses require reading, then is very little systematic instruction in how to comprehend texts. vii
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An emphasis on reading instruction can enhance the acquisition of standard English in many ways, including:
An increased awareness of the language. Immersion in the second language, resulting in increased acquisition. Models for improving writing in English Success in academic studies Improved vocabulary Increased cultural background knowledge And more vii
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What is Reading?
A psycholinguistic guessing game (Goodman, 1970) [ read passage: p 1] As a reader of English, you probably engaged in the following activities while you were reading. Sampling the text for clues to meaning Predicting what will come next, using schema Testing this guess by further sampling of the text Confirming your guess or rejecting it and seeking another hypothesis. p15
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You notice the distinctive features in letters, words, and meanings. You guessed and took risks to predict meaning. You read to identify meaning rather than individual letters and words. You took an active role and applied your knowledge of the world and the topic you were attempting to understand You read as though you expected the text t make sense.
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You made use of redundancies orthographic, syntactic, and semantic to reduce uncertainty about meaning. You maintained enough speed to overcome the limitations of visual processing and memory systems. (short term memory = 7 chunks) You constantly switched back and forth between the text and what you already know in an effort to understand.
You probably made several unsuccessful guesses before you finally had complete comprehension. p2 7
A Reading Model
The reader samples the text, instantly compares the data with what they already know, trying to find a match. The textual information activates prior knowledge, and the prior knowledge, in turn, activates expectations about what is in the text. If the reader is satisfied with the match between text and prior knowledge, then comprehension has occurred. (AHA!) p3
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THEREFORE
Second language teachers often expect reading skills to transfer from the first language to the second. The foregoing is important evidence for NOT expecting that to happen!
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Develop new schemata about reading Break the habit of reading every word Learn how to tap their background knowledge Strengthen their bottom up processing skills Learn strategies to process interactively Learn to read faster Learn to read in English for pleasure p 10
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Automatic decoding (lots of SIGHT words) Previewing and Predicting Specifying purpose Indentifying genre Questioning Scanning Recognizing topics Classing ideas into main topics and details Locating topic sentences
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Strategies contd.
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Stating the main idea Recognizing patterns between ideas Identifying connecting words (first, second, third) Inferring the main idea Recognizing and using referents (pronouns) Guessing unknown words from context. Skimming Paraphrasing, restating texts
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Strategies contd.
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Summarizing Drawing conclusions Drawing inferences Visualizing Reading critically Reading faster Adjusting reading rate according to need p 26
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Cognition
Cognitive skills are the strategies which a reader employs in making sense of a passage. Research has shown that students learn new strategies or thinking processes best when they are consciously aware of what they are doing and their purpose for doing it. p 28
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Metacognition
Once students are conscious of the skills and how to use them, students can learn to monitor their own comprehension and apply appropriate strategies as needed for making sense of a text. This is called metacognition. There are 3 types of METACOGNITION: 1. Self-knowledge strengths and weaknesses 2. Task knowledge able to choose strategies 3. Self-monitoring being aware of ones self p 28 21
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Focus on one skill at a time. Explain the purpose and why it is important. Do a sample exercise with the whole class. Assign a practice exercise to pairs of students . When completed, discuss it with class. Ask, what was your thinking? Assign more paired exercises in days ahead. Assign individual exercises. Assign additional exercises as needed in future. Apply the skill (and review/practice all others) in an all-class intensive reading lesson. 24 p 30
INTERACTION AND FOCUSING ON THINKING PROCESS ARE THE KEY FEATURES OF THESE ACTIVITIES
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