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4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
4th session reading strategies
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4th session reading strategies

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  • 1. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />ARGEMIRO AMAYA BUELVAS<br />Especialista en ELT<br />C. Magister in Education<br />
  • 2. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Chapter Three<br />REASEARCH INTO THE ASSESSMENT OF READING<br /> Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P.<br />
  • 3. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Chapter Three<br />This chapter will address the question: How do we know what affects the assessment of reading?<br />
  • 4. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Reading comprehensioninvolvedmultiplecomponentsthatwouldappeardependingon:<br />Theformatsusedtopresentthe material toberead<br />Themanner in whichthepersonwasaskedtoindicatetheirunderstanding of the material thatwasread. <br />Pearson and Hamm (2005)<br />
  • 5. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Research into the assessment of reading.<br />FACTORS AFFECTING THE DIFFICULTY OF READING TEST ITEMS<br /><ul><li> Language of questions
  • 6. Types of Questions
  • 7. Testing Skills
  • 8. Role of Grammar in Reading Tests
  • 9. Role of Vocabulary in Reading Tests
  • 10. Use of Dictionaries in Reading Tests</li></ul>FACTORS AFFECTING THE DIFFICULTY OF READING TEST TEXTS<br /><ul><li> Background knowledge Vs Text Content
  • 11. Text length</li></li></ul><li>A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Watch a video: Metacognition<br />
  • 12. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />“Teststhatcoulddiagnosethestate of development of a learner’sskillswouldthusbeveryvaluable. However…theevidencethattheskillswereindeedbeingtested has provedelusive” (p.93).<br />What would be valuable?<br />What has been difficult to be done , so far?<br />
  • 13. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />“It has often been argued that the key thing is not how many skills and strategies (italics added) we can dream up, but how many can be shown to exist on tests” (p.94)<br />Where are reading comprehension skills found on tests?<br />Where should reading strategies be on tests?<br />
  • 14. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />It is said that test-taker introspections shows how highly complex testing skills is and how this process varies from reader to reader. <br />Let’s see how complex and varied the process of testing skills is. <br />Let’s do and exercise.<br />
  • 15. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />You are abouttobepresentedtoyou a multiple-choiceexercisetakenfromchapterseven “Techniques for Testing Reading”. Thisexercise has 4 choices. You are not onlybeaskedtochooseone of thechoices,as a possibleanswer, butalsowillbeaskedtowritedown, onthesamepiece of paper, howyoureachedthatanswer. –Writing Down Protocole-<br />
  • 16. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />Memorizingiseasierwhenthe material tobelearnedis…<br />in a foreignlanguage<br />alreadypartlyknown<br />unfamiliarbuteasy<br />of no specialinterest<br />Alderson et al., 1995:50 cited in Alderson (2000. p.211)<br />
  • 17. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />“Studies using test-taker introspections shows test questions is highly complex, and the process varies from reader to reader. Thus for one person an item might indeed be said to be measuring mainly one skill, but for another it might be measuring a number of interacting skills” (p.97).<br />How many test-taker introspection procedures do you know?<br />Thinking aloud protocol<br />Writing down protocol<br />Students’ self-report diary with regard to the reading experience.<br />
  • 18. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />In order to have an idea of what this reader’s introspection process underlines, in the words of Alderson (2000), he describes it as:<br />“Dynamic, variable, and different for the same reader on the same text at a different time or with a different purpose in reading. It is even more likely, then, that the process will be different for different texts at different times and with different purpose” (p.3).<br />
  • 19. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />CORE QUESTION<br />WHAT READING STRATEGIES FACILITATE THE PROMOTION OF READING COMPREHENSION SKILLS AND CRITICAL THINKING WHEN PROCESSING EXPOSITORY TEXTS?<br />
  • 20. A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Testing Skills<br />General Objective<br /><ul><li>To determine the reading strategies that facilitate the promotion of reading comprehension skills and the development of critical thinking</li></li></ul><li>A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE<br />Specific Objectives<br /><ul><li>To Identity learners’ reading comprehension level by diagnosing the learners’ reading comprehension skills development.
  • 21. To classify learners’ reading strategies to process every reading comprehension level.</li></ul>How do you think I can identify and classify these two private process?<br />
  • 22. THANK YOU<br />

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