Reading Language Teaching Methodology 1 Lecture Week 7

Reading : Introduction -> THE READER -> THE TEXT -> THE READING ENVIRONMENT

-> THE READER

-> THE TEXT

-> THE READING ENVIRONMENT

-> THE READER What does linguistic competence mean as a pre-requisite for reading comprehension? . . what the reader knows about language, including knowledge of phonological, semantic and syntactic systems . . Pearson & Johnson, 1978 -> THE TEXT Differences between spoken and written language -> THE READING ENVIRONMENT Shirley Brice Heath described the culture children learn as they grow up as ways of taking meaning from the environment around them . . .

-> THE READER

What does linguistic competence mean as a pre-requisite for reading comprehension?

. . what the reader knows about language, including

knowledge of phonological, semantic and syntactic

systems . . Pearson & Johnson, 1978

-> THE TEXT

Differences between spoken and written language

-> THE READING ENVIRONMENT

Shirley Brice Heath described the culture children learn as they grow up as ways of taking meaning from the environment around them . . .

Bottom-up and Top-down reading skills, what are they? Bottom-up Word attack skills – phonetic, word sounds - visual recognition of words - word decoding skills “ Code-Breaking” Luke&Freebody 1990 Syntactic skills – knowledge about the orderly arrangement of words in phrases, clauses and sentences, what is grammatically acceptable Semantic skills – understanding word meanings and the relationships between words

Bottom-up

Word attack skills – phonetic, word sounds

- visual recognition of words

- word decoding skills

“ Code-Breaking” Luke&Freebody 1990

Syntactic skills – knowledge about the orderly

arrangement of words in phrases,

clauses and sentences,

what is grammatically acceptable

Semantic skills – understanding word meanings and

the relationships between words

Top-down - reasoning and interpretation, including inference - having and applying appropriate background knowledge to the content of the reading text - understanding where a particular text fits into the world around . . Contextualisation . . Intertextuality Bottom-up and Top-down reading skills, what are they?

Top-down

- reasoning and interpretation, including inference

- having and applying appropriate background knowledge

to the content of the reading text

- understanding where a particular text fits into the world

around

. . Contextualisation . . Intertextuality

Contextualisation My son is sick.

My son is sick.

My son is sick and can’t come to school today.

My son is sick

and can’t come

to school today.

Intertextuality Dear Mrs Green, My son is sick and can’t come to school today. He will be seeing the doctor and will bring a medical certificate when he next attends.

Dear Mrs Green,

My son is sick and can’t come to school

today. He will be seeing the doctor and

will bring a medical certificate when he

next attends.

Legal Lawyers & Co. Pitt St., Sydney, 2000 Dear Mrs Green, My son is sick and can’t come to school today. He will be seeing the doctor and will bring you a medical certificate when he next attends. Yours Sincerely, L.Eagle Ms L. Eagle Solicitor

-> THE READER as code breaker as text participant as text user as text analyst (Luke & Freebody, 1990 : cited in Gibbons, P. 2002:80-82) Reading skills -> Reading strategies . . Prediction . . Skimming for gist . . Scanning for specific information

as code breaker

as text participant

as text user

as text analyst

(Luke & Freebody, 1990 : cited in Gibbons, P. 2002:80-82)

Reading skills -> Reading strategies

. . Prediction

. . Skimming for gist

. . Scanning for specific information

THEORY IN PRACTICE

THEORY IN PRACTICE

Even if we weren’t to have an album out for five years, we could still tour, we could still survive – we’d still be viable. 3D WORLD Issue 850 | Mar 19 | 2007 p.26

Even if we weren’t to have an album out for five

years, we could still tour, we could still survive –

we’d still be viable.

3D WORLD Issue 850 | Mar 19 | 2007

p.26

-> THE TEXT Background knowledge required to understand the text : . . knowledge of the world . . cultural knowledge . . knowledge of generic structure . . “Literacy Events” or social activities in which the text plays a major part . . reader positioning / intended audience Gibbons, P. 2002: 81-82 See Also Kress, G. re: reader positioning Refer to Brice Heath, S. for “Literacy Events”

Background knowledge required to understand

the text :

. . knowledge of the world

. . cultural knowledge

. . knowledge of generic structure

. . “Literacy Events” or social activities

in which the text plays a major part

. . reader positioning / intended audience

Gibbons, P. 2002: 81-82

See Also Kress, G. re: reader positioning

Refer to Brice Heath, S. for “Literacy Events”

THE TEXT. . . Coherence Carrell 1982 Cohesion Halliday & Hasan 1976 Orthography / ‘Script Technology’ Writing conventions Celce-Murcia &Olshtain 2000:120-127

Coherence

Carrell 1982

Cohesion

Halliday & Hasan 1976

Orthography / ‘Script Technology’

Writing conventions

Celce-Murcia &Olshtain 2000:120-127

Cohesion and Coherence Cohesion (1)There was a little boy who had a dog and a frog. (2) One day the frog got out of its jar and ran away. (3) The boy and the dog looked for the frog everywhere, but they could not find it.

Cohesion

(1)There was a little boy who had a dog and a

frog. (2) One day the frog got out of its jar and

ran away. (3) The boy and the dog looked for

the frog everywhere, but they could not find it.

Coherence A cat is sitting on a fence. A fence is often made of wood. Carpenters work with wood. Wood planks can be bought from a lumber store.

Coherence

A cat is sitting on a fence. A fence is

often made of wood. Carpenters work

with wood. Wood planks can be bought

from a lumber store.

coherent? cohesive? The picnic was ruined. No one remembered to bring a corkscrew. Celce-Murcia & Olshtain 2000: 126-7.

The picnic was ruined. No one remembered to bring a corkscrew.

Celce-Murcia & Olshtain 2000: 126-7.

Orthography and Script Technology моя семья Это моя сестра . Она не говорит по - русски . Это мой брат . Он тоже не говорит по - русски .

Это моя сестра .

Она не говорит

по - русски .

Это мой брат .

Он тоже не говорит

по - русски .

Это я . Я немного говорит по - русски .

Это я .

Я немного говорит

по - русски .

Writing Conventions Read from left to right, top to bottom? Setting out? Phrasing? Paragraphing? Punctuation?

Read from left to right, top to bottom?

Setting out?

Phrasing?

Paragraphing?

Punctuation?

THE READING ENVIRONMENT HOME .. How much does reading play a part? .. What is read and how? SCHOOL / CLASSROOM .. Understanding conventions of written text .. Alphabet, dictionary and index skills .. Genre and writing styles COMMUNITY .. Shops / Banks / Post Office .. Services / automated services .. Advertising

HOME

.. How much does reading play a part?

.. What is read and how?

SCHOOL / CLASSROOM

.. Understanding conventions of written text

.. Alphabet, dictionary and index skills

.. Genre and writing styles

COMMUNITY

.. Shops / Banks / Post Office

.. Services / automated services

.. Advertising

THE ROLE OF THE LANGUAGE TEACHER ? * * * Expectations -> Teaching and assessing with respect to Learner groups

* * * Expectations

-> Teaching and assessing with respect to

Learner groups

How do we teach Reading ? Small group discussion: - What are some important things to consider when teaching reading? - Where do language teachers start? What reading skills need to be taught first? - Where to next? How do we ‘build on the basics?

Small group discussion:

- What are some important things to consider

when teaching reading?

- Where do language teachers start?

What reading skills need to be taught first?

- Where to next? How do we ‘build on the basics?

REFERENCES Brice Heath, S. 1982 What no bedtime story means : Narrative skills at home and school . Language in Society v.11, n.2, April 1982:49-76. 1983 Ways with Words: language, life and work in communities and classrooms Cambridge, CUP. Carrell,P.L. 1982 Cohesion is not coherence TESOL Quarterly , 16(4), 479-488. Celce-Murcia, M. & Olshtain, E. Discourse and Context in Language Teaching Cambridge, CUP.

Brice Heath, S. 1982 What no bedtime story means :

Narrative skills at home and school .

Language in Society v.11, n.2, April 1982:49-76.

1983 Ways with Words: language, life and work

in communities and classrooms

Cambridge, CUP.

Carrell,P.L. 1982 Cohesion is not coherence

TESOL Quarterly , 16(4), 479-488.

Celce-Murcia, M. & Olshtain, E. Discourse and Context in Language Teaching

Cambridge, CUP.

Gibbons, P. 2002 Scaffolding Language, Scaffolding Learning Portsmouth, Heinemann. Halliday, M.A.K. & Hasan.R. 1976 Cohesion in English London, Longman. Luke, A. & Freebody, P. 1990 Literacies’ Programs : Debates and Demands in Cultural Context Prospect Vol.5, No.3, May 1990:7-16. Pearson, P.D. & Johnson, D.D. 1978 Teaching Reading Comprehension New York, Rinehart & Winston.

Gibbons, P. 2002 Scaffolding Language, Scaffolding Learning

Portsmouth, Heinemann.

Halliday, M.A.K. & Hasan.R. 1976 Cohesion in English

London, Longman.

Luke, A. & Freebody, P. 1990 Literacies’ Programs : Debates and Demands in Cultural Context

Prospect Vol.5, No.3, May 1990:7-16.

Pearson, P.D. & Johnson, D.D. 1978

Teaching Reading Comprehension

New York, Rinehart & Winston.