2nd session reading strategies
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2nd session reading strategies Presentation Transcript

  • 1. READING AS A STRATEGIC PROCESS
    ARGEMIRO AMAYA BUELVAS
    Especialista en ELT
    C. Magister in Education
  • 2. READING AS A STRATEGIC PROCESS
    1. What’s reading?
    2. Why do we read?
    3. Skills Vs Strategy
    4. Metacognitive skills
    – Metacognitive Process
    _ The Importance and dimensions of Metacognitive ability
    5. A Reading Strategy List
    6. Exercise – SCANNING
  • 3. READING AS A STRATEGIC PROCESS
    References
    Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. (pp. 10-14). C.U.P.
    Alderson, J.C. (2000) Assessing reading. C.U.P.
  • 4. READING AS A STRATEGIC PROCESS
    Chapter Three
    REASEARCH INTO THE ASSESSMENT OF READING
    Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P.
  • 5. READING AS A STRATEGIC PROCESS
    Chapter Three
    This chapter will address the question: How do we know what affects the assessment of reading?
  • 6. READING AS A STRATEGIC PROCESS
    “poor readers do not possess knowledge of strategies, and are often not aware of how or when to apply the knowledge they do have. They often cannot infer meaning from surface-level information, have poorly developed knowledge about how the reading system works, and find it difficult to evaluate text for clarity, consistency and plausibility” Alderson, (2000, p. 41).
    “Readers’ knowledge influences process, product, and recall” (p. 34)
  • 7. READING AS A STRATEGIC PROCESS
    1. Reading as a cognitive process.
    2. Research into the assessment of reading.
    FACTORS AFFECTING THE DIFFICULTY OF READING TEST ITEMS
    • Language of questions
    • 8. Types of Questions
    • 9. Testing Skills
    • 10. Use of Dictionaries in Reading Test
    FACTORS AFFECTING THE DIFFICULTY OF READING TEST TEXTS
    • Background knowledge Vs Text Content
    • 11. Text length
    6. Exercise – SCANNING
  • 12. READING AS A COGNITIVE PROCESS
    “reading is the construction of meaning from a printed or written message” Day and Bamford (1998, p. 12).
    Reading strategies
    “construction”
    Reading comprehensionskills
    “Metacognition
    “efficient word recognition seems to be a necessary but not sufficient condition for good comprehension” (p.13).
  • 13. READING AS A COGNITIVE PROCESS
    Reading takesmanyforms:
    • Academicreading.
    • 14. Comics.
    • 15. Scanningthe TV.
    • 16. Skimming a magazine. (whetheritmeritscloseattention)
    • 17. Novels.
    • 18. Reading aloudchildren.
    • 19. Adsorbingthesubtitleswhilewatching a movie.
    • 20. Glancing at your notes as yougive a peech.
    “automaticrecognition of a wordallows lexical access” (p.13).
  • 21. RESEARCH INTO THE ASSESSMENT OF READING
    FACTORS AFFECTING THE DIFFICULTY OF READING TEST ITEMS
    • LANGUAGE OF QUESTIONS
    Whathappenwhenthelanguage of thequestionishardertounderstandthanthepassage?
    Additionallayer of difficulty
    Poor performance? (passagedifficultyorquestions)
  • 22. RESEARCH INTO THE ASSESSMENT OF READING
    FACTORS AFFECTING THE DIFFICULTY OF READING TEST ITEMS
    • LANGUAGE OF QUESTIONS
    “vocabularydifficulty has consistentlybeenshowntohaveaneffect on understandingfor 1L and 2L readers” (p.69).
    “havingtostruggle with readingbecause of unknownwordswillobviouslyaffectcomprehension and takethepleasureout of reading” (p.35).
  • 23. RESEARCH INTO THE ASSESSMENT OF READING
    Then, What can be done?
    In the words of Shohamy (1984) cited in Alderson (2000), she found that “questions in 1L were easier than the same questions translated into the 2L” (86).
    She speculates that:
    -Reduced anxiety, especially among low-level learners.
    -More authentic in thatstudents are likelytoaskthemselvesquestions of L2 text in theirfirstlanguage.
  • 24. RESEARCH INTO THE ASSESSMENT OF READING
    “Ifthe test population has a number of differentfirstlanguage, theonlypracticalsolutionistohavesimply-wordedquestions in the target language” (p.86).
  • 25. THANK YOU