The Barrett Taxonomy is a framework for classifying reading comprehension questions into 5 levels of complexity: 1) literal comprehension involving recognition and recall, 2) reorganization involving organizing ideas, 3) inferential comprehension involving hypotheses, 4) evaluation requiring judgments, and 5) appreciation involving knowledge and emotional response. It was designed to help teachers create reading tests and questions. The taxonomy also describes 6 levels of reading skills: word recognition, associating meaning with symbols, literal comprehension, interpretation, critical reading, and creative reading.
Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
Remedial instruction in education is intended to make a remedy on an existing learning issue that hinders the progress and development of learner's needed competencies and learning objectives. It tries to improve and remediate the basic skills deemed necessary amongst students.
the L2 reading difficulties and noted the similarities in the descriptions of unsuccessful reading behaviors:
“reading in the L2 seems to mean almost invariably a slow and laborious decoding process, which often results in poor comprehension and low self-esteem.”
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
Teaching Speaking - Talk As InteractionRin Rissaid
TEFL (Teaching English as Foreign Language) - Teaching Speaking - Talk As Interaction.
Sumber: Richard, Jack C.(2008). Teaching Listening and Speaking. United States of America. Cambridge University Press.
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This module was prepared by the following lecturers at Institut Pendidikan Guru Kampus Sultan Abdul Halim, Sungai Petani, Kedah. Malaysia
• Shirley Goh Seok Ai
• Corinne Vong Siu Phern
• Hjh. Noor Bebe bt Ali Mohamad
• Kway Chui Kim
Marsilah bt Mohamad Isa
This is a material intended to address the basic sight vocabulary deficit and how vocabulary is to be enhanced. Also in this material is the ways on how knowledge on sound-symbol correspondence will be corrected.
Teaching Speaking - Talk As InteractionRin Rissaid
TEFL (Teaching English as Foreign Language) - Teaching Speaking - Talk As Interaction.
Sumber: Richard, Jack C.(2008). Teaching Listening and Speaking. United States of America. Cambridge University Press.
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This module was prepared by the following lecturers at Institut Pendidikan Guru Kampus Sultan Abdul Halim, Sungai Petani, Kedah. Malaysia
• Shirley Goh Seok Ai
• Corinne Vong Siu Phern
• Hjh. Noor Bebe bt Ali Mohamad
• Kway Chui Kim
Marsilah bt Mohamad Isa
I made this presentation as part of a M.A. course entitled Material development in second/foreign language teaching, taught by professor Rubena St. Louis.
12. 5. Appreciation Involving all the above related dimension of reading , and requiring to be interesting and emotionally, (affectively) sensitive to the ideas and information in the reading selection. Appreciation includes both the knowledge of, and the emotional response to, literary techniques, forms, styles, and structures
14. Level in reading skill The level we have identified are: recognition of words; association of meaning with symbols; literal comprehension; interpretation; critical reading; creative reading.
15. Recognition of words mean the ability to translate orally or sub vocally the written symbol into a spoken word
16. Association of meaning with symbols When the learner comes across a new word and learns it, and then recognises it in different contexts, we say he/she has learnt a new concept.
18. INTERPRETATION Combine ideas together that have connections between the reader about he or she past reading and life experience.Then, the reader is able to make inferences and draw conclusions.
19. Critical reading Ability to analyze, evaluate and synthesize of what they have read. Can make their own judgment
20. Creative reading come up with new or effective alternative ideas and solutions to those presented by the writer