This document discusses various aspects of reading, including:
- Extensive reading which encourages choosing books for pleasure, and intensive reading where teachers direct reading to develop skills.
- Approaches to reading like phonics, look-and-say, and whole sentence reading.
- Stages of reading development from ages 5-10.
- Models of literacy like bottom-up, top-down, and interactive models.
- Strategies for developing literacy like using scaffolds, conducting read alouds, and introducing new books.
2. CONTENTS
1. What is reading?
2. Extensive and intensive reading
3. Approaches of reading
4. Stages
5. The interactive Model of Literacy
6. Strategies
7. Reading aloud vs silent reading
8. Materials
9. Introducing new books
10. Book reviews and Criteria to choose a book
11. Activity
4. Reading is a complex cognitive process of
decoding symbols in order to construct or
derive meaning (reading comprehension). It
is a means of language acquisition, of
communication, and of sharing information
and ideas. Like all language, it is a complex
interaction between the text and the reader
which is shaped by the reader’s prior
knowledge, experiences, attitude, and
language community which is culturally and
socially situated.
READING
5. Extensive reading
Teachers encourage students to choose a book and read it for
pleasure.
To encourage students to read:
• Extensive reading materials.
• Setting up a library.
• The role of the teacher in extensive reading programmes.
• Extensive reading tasks.
6. Intensive reading
Teachers choose the books and direct the reading to develop specific
receptive skills.
• Intensive reading: the roles of the teacher.
• Roles to adopt when asking students to read:
• Organiser.
• Observer.
• Feedback organiser.
• Prompter.
• Intensive reading: the vocabulary question.
• Do not worry about the meaning of every single word.
• Time limit.
• Word/phrase limit.
• Meaning consensus.
7. • Intensive reading: letting the students in.
• Do you like the text?
• Reading lesson sequences.
• Skimming: reading for gist or general understanding.
• Scanning: reading for detailed comprehension or reading for inference
and attitude.
• Examples of reading sequences
• Predict the content.
• True or false.
• Questions.
• Definition of words.
• Complete the text.
• Put in order to make a story.
8. Approaches of reading
• Phonics: It is based on letters and sounds. Teacher teaches the letter of
the alphabet, and the combination of letters, phonically – as they are
actually pronounced.
• Look and say: It is based on words and phrases, and makes a lot of use of
flashcards.
• Whole sentence reading: The teacher teaches recognition of whole
phrases and sentences which have meaning in themselves.
• Language experience approach: It is based on the child’s spoken
language. The teacher writes a sentence for the child to read which is
based on what the child said.
Which method to choose?
9. Stages
• Five to seven years old
• They are starting reading process in its mother language.
• You should introduced them the different element related with
reading process.
• Vowels/ Sounds/ Words/ Sentences/ Paragraphs
• Decoding reading
• Through clues = Visual clues = Images
• To take much more time.
*Important note:
There students who has as mother language one that is not base on
the Roman script.
10. Stages
• Eight-to ten- years-old
• Those students already are able to read a
bit in their own language.
• Teachers spend much less time teaching
them the mechanics of reading.
• Time that you as teacher can invest in other
activities.
11. Bottom up model of literacy
To be able to read, besides
decoding, one also needs
to learn to guess or predict
what the text is going to
say. Read is thus a kind of
“psychological game”.
Developing literacy skills of young language
learners
12. Top-down model of literacy
Readers need to be
able to activate the
background
knowledge and bring
it to the reading
process.
Interative model of
literacy
13. Using the whole language
Learning to write
and read in a SL
should start as a
whole not as a
part
14. Creating a literate classroom enviroment
Poster size
pictionaries are
helpful resources
not pieces of
decoration!
15. Language experience approach (LEA) and
dictated stories
1. The teacher engages children in a
group activity
2. Children describe the activity they just
experience in their own words.
3. Teacher transcribes the stories as the
children tell them
4. Children read the stories they have
created
19. Material
• Reading cards
• Home-made books
• Book for native speakers of the language
• Easy readers for foreign language learners
• Pictures dictionaries
• Book with tapes - Audio-books
20. Pre and Post Reading
Introducing
new books
•A new book should not just appear!
Book reviews
•It is important to know what the children think about the book
Criteria to
choose a book
•Stage
•Student’s level
•Goals of objectives that teacher wants get with students.
•Syllabus and topic
23. Steps
1. Infer from the cover.
2. Infer from the title.
3. Students take a look at the book.
4. Identify the characters.
5. Start reading.
6. Stop almost at the end to predict the end.
7. Finish it.
8. Ask if they liked it.
9. Questions about vocabulary while reading.
10. Questions about the book.
24. References
• Brewster, J., Ellis, G., Girard, D. (1992). The Primary English
Teacher’s Guide, chapter 7, The written word. Hondon. Pinguin
Books.
• Harmer J. (2011) The practice of English Language Teaching, chapter
17, Reading.
• Gordon, T. (2007). Teaching Young Children a Second Language,
chapter 5, Developing Literacy Skills of Young Language Learners.
Praegar.
• Scott,W.,& ytreberg,L. (1990) Teaching English to Children, chapter
5, Reading. New York Longmar.
• http://en.wikipedia.org/wiki/Reading_(process)
• https://www.youtube.com/watch?v=5kB7GgLlR7M
