1. CHANNARONG BOONLAKKAHM
57120803111
TESOL 8 UDRU
TEACHING READING
COMPREHENSION TO ESL/EFL
LEARNERS
Hesham Suleiman Alyousef

2. Definition of Reading
Reading
Automatic
recognition
skills
Vocabulary and
structural
knowledge
Content/world
background
knowledge
Formal discourse
structure
knowledge
Synthesis and
evaluation
skills/strategies
Metacognitive
knowledge
and skills
monitoring

3. The Cognitive Tasks Involved in Reading
The Cognitive Tasks
Bottom-up
processing
Top-down
processing

4. Types of Reading
Types of Reading
Extensive
Reading
Intensive
Reading

5. The importance of teaching reading
 the ability to read a wide range of texts in English. This is
the long-range goal
 most teachers seek to develop through independent
readers outside EFL/ESL classroom.
 building a knowledge of language which will facilitate
reading ability
 building schematic knowledge.
 the ability to adapt the reading style according to reading
purpose
 developing an awareness of the structure of written texts
in English
 taking a critical stance to the contents of the texts

6. The key to Reading Comprehension
1. Teachers should have meaningful conceptual
content in reading instruction.
2. Teachers have to provide choice of text performed
on reading tasks.
3. Teachers should seek interesting texts and consider
variety of topics.

7. Activities used in teaching reading
Pre-reading
activities
While-reading
activities
While-reading
activities

8. How to teach reading?
 Vocabulary and lack of background knowledge
 The phoneme-grapheme irregularities
 Differences between languages with deep
orthographic structures