Reading Skills
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Reading Skills

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What are the skills a good reader develop? How can we help our students develop their reading skills?

What are the skills a good reader develop? How can we help our students develop their reading skills?

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Reading Skills Reading Skills Presentation Transcript

  • READING STRATEGIES Lic. Magda Castro [email_address]
  • READING STRATEGIES
    • TASK 1. Individually, answer the following questions:
    • What material do you ask your ss to read?
    • Why do your ss need to read?
    • How do they read the following? Quickly, slowly, at their own pace? Why?
    • A novel: …………
    • A newspaper: …………….
    • A telephone directory: ………………
    • A short text in a language they do not know: ………
    • TASK 2 In pairs, compare your ideas with your partner. Any extra comments?
    • TASK 3 First individually, answer questions A and B. Then share your views with your partner and clarify your ideas if it is necessary.
    • A. What is reading comprehension for you?
    • B. Match the definitions on the right with the words or phrases on the left. For example 5-c.
    • a. Skimming
    • b. Scanning
    • c. Intensive reading
    • d. Extensive reading
    • e. Deducing meaning
    • 1. Quickly running one’s eyes over a text to get the gist.
    • 2. Reading longer texts usually for one’s pleasure. This is a fluency activity, mainly involving global understanding.
    • 3. Quickly going through a text to find a particular piece of information.
    • 4. Understanding unknown words because of contextual clues.
    • 5. Reading shorter texts to extract specific information. This is more of an accuracy activity involving reading for detail.
  • WHAT GOOD READERS DO
    • BEFORE READING:
    • Form hypotheses about the author’s purpose for writing.
    • Make predictions based on illustrations, charts and subheadings.
    • They consider what they already know about the topic or the genre.
    • Set purposes for reading.
    • Establish goals to help them pace their reading.
    • Their teachers model the process of reading, which allows the ss to build a repertoire of useful strategies.
    • During reading:
    • Sort relevant and irrelevant information, they organize data to find the gist , or main idea.
    • Selectively use the three cueing systems: graphophonics (print- sound relation ships), semantic (meaning) cues, and syntax (language structure).
    • Use decoding (graphophonics) and context (semantics and syntax to construct meaning.
  • semantics syntax graphophonics M E A N I N G
    • After reading:
    • Reflect on what and how they have read.
    • Posing questions, evaluating strategies, confirming or adjusting predictions and hypotheses.
    • Writing or discussing responses, and summarizing.
    • Use of metacognitive strategies after reading signals readers that thinking about their thinking is important.
    • The ideas they bring to a text are just as important as the text itself.
    • Teachers have included the use of graphic organizers.
    • All readers can benefit form:
    • Instruction that makes the invisible processes of reading and thinking visible by using
    • Direct instruction and modeling.
    • Teacher ensure that students become aware of the need to monitor themselves.
    • Immersion in good literature, instruction and modeling, and attention to special needs.
  • READING SKILLS
    • 1. PREVIEWING
    • a. Making predictions:
    • Say what will the text be about before actually reading it.
    • b. Anticipation:
    • - The ability of activating prior knowledge in order to help the text become comprehensible.
    • 2. Inferring :
    • Understand a certain aspect of the text based on the meaning of the rest of the information.
    • It is necessary to use ideas stated in the text plus your personal experience.
    • You go farther than the text itself.
    • 3. Context clues:
    • When you have to infer the meaning of a new word you may take into account the context in which it appears.
    • It might be the external context or the internal structure of the word.
    • 4. Predicting outcomes:
    • - Consists of establishing the end of an incomplete fragment based on the sequence of events.
    • 5. Cause – effect relationships
    • - The ability of finding the reasons or motivations why an event takes place or the consequence of an action. They might be stated or not.
    • Task 4.
    • Choose one of the reading texts and create more activities to be developed with your students, taking into consideration the reading skills. Work in groups.
  • READ WHY? READ WHAT? PLEASURE SURVIVA L WORK STUDY Forms, official notices, bills and receipts, labels, directions, bus and train timetables. Magazines, holiday brochures, letters. Dictionaries Text books index, abstracts Reports articles Catalogues Workshop manuals Notice boards
  • A DIFFICULT TEXT?
    • Help students by:
    • More background information!
    • Pre- teach key words the day before!
    • Divide text into short chunks!
    • Sign – post questions for main points!
    • Add discourse markers where helpful!
    • Ask easy questions!
    • Paraphrase difficult ideas!
    • Set easy tasks like matching questions and answers!
    • Praise and encouragement !
  • THANK YOU !