READING AS A STRATEGIC PROCESS<br />1. What’s reading?<br />2. Why do we read?<br />3. Skills Vs Strategy<br />4. Metacognitive skills <br />– Metacognitive Process<br />_ The Importance and dimensions of Metacognitive ability<br />5. A Reading Strategy List<br />6. Exercise – SCANNING<br />
READING AS A STRATEGIC PROCESS<br />ARGEMIRO AMAYA BUELVAS<br />Especialista en ELT<br />C. Magister in Education<br />
WHAT IS READING COMPREHENSION?<br />“Understanding a written text means extracting the required information from it as efficiently as possible”<br />Grellet(1981)<br />WHY DO WE READ?<br />“There are two main reasons for reading:<br /><ul><li>Reading for pleasure.
Reading for information (in order to find out something or in order to do something with the information you get)”</li></ul>Grellet (1981)<br />
SKILLS VS STRATEGIES<br />Skill<br />Strategy<br />- Observable behaviours (answers to questions, answers on tests, skills list, and taxonomies).<br />- A conscious plan under the control of the reader.<br />- Product- oriented. <br />- Generally thought to be unobservable.<br />- Process-oriented.<br />- Instructions focuses on ways to help students understand what they read.<br />
WHAT IS METACOGNITION? <br />What does it mean to successfully "contextualize and operationalise" strategies,…or to "be able to apply strategies strategically,“ That, I believe, is where metacognition comes in.<br />Metacognition is "cognition about cognition," or "thinking about thinking."<br />
THE IMPORTANCE OF METACOGNITIVE ABILITY<br />According to O'Malley, et al., "students without metacognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishments, and future directions" (1985, p. 561).<br />
THE DIMENSIONS OF METACOGNITIVE ABILITY<br />Two dimensions: <br />(1) knowledge of cognition <br />(2) regulation of cognition (Flavell, 1978). <br />The first aspect of metacognition, "knowledge about cognition," includes three components<br />"declarative," "procedural," and "conditional" (Paris, Lipson, and Wixson, 1983).<br />.<br />