This document discusses reading for academic purposes and outlines several key concepts and approaches. It notes that reading is a complex skill requiring abilities like word recognition, fluency, vocabulary development, and comprehension monitoring strategies. It recommends creating vocabulary-rich environments, providing opportunities to practice comprehension skills, building awareness of discourse structure, developing strategic reading habits, and improving fluency. Specific techniques mentioned include elaborative interrogation, rereading, repeated reading, and scaffolded silent reading. The document stresses motivating students to read and integrating language and content learning objectives.
4. Conceptual
underpinnings:
Reading is a complex skill, as revealed by
syntheses of L1 and L2 reading research.
Research on L1 and L2 reading suggests that
skilled reading requires, at a minimum, the
abilities listed suggest the need for rapid and
automatic word recognition and fluent
recognition processing of phrase and clause
structures to support comprehension. These
abilities argue for fluency practice, extensive
reading, and time spent on the development
of a large recognition vocabulary.
Abilities 4 and 5 signal the importance of
developing main-idea comprehension using
all levels of language knowledge, including
discourse structure awareness.
5. Abilities 6-10 identify strategies
processing as a means for improving
comprehension of more difficult texts
and carrying out academic tasks that
require the application of text
information. Abilities 11 and 12
highlight the importance of reading
fluency development, reading practice
for extended periods of time, and
student motivation.
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15. Approaches for creating vocabulary –rich classroom
environments. Teacher can promote vocabulary
learning by creating vocabulary-rich environments.
16. Create opportunities for comprehension skill practice
• Elaborative interrogation:
• Comprehension monitoring:
17. Build students’ discourse-structure awareness:
• Building discourse-structure awareness at pre-reading stage.
• Raising student’s awareness of discourse structure at during-reading
stage.
• Building discourse-structure awareness at post reading stage.
22. Build students’ reading fluency:
• Fluent reading-rapid, accurate, and prosodically appropriate
reading—is frequently neglected in EAP curricula and EAP reading
text books. however, as reading research has demonstrated in the
past decade, reading fluency development is a critical component of
effective and successful reading instruction.
