Techniques in teaching reading skills: Pre-reading, While-reading and Post-reading

1. By Adult Academic Officer

2. 1. Key Principles about Teaching Reading
2. Pre-reading
3. While-reading
4. Post-reading
5. Extra Techniques used in teaching reading
6. Conclusion
7. References

3.  Prediction plays a vital role in teaching reading
 Effective teaching reading makes students thinks
 Always give reason for students to read
 Interesting topics motivate students
 Using texts which relate to students’ own
knowledge and experience speeds up learning

4. In pre-reading stage teachers should spend some
time introducing a topic, encouraging skimming,
scanning, predicting and activating schemata
(activating prior knowledge) so that students can
bring the best of their knowledge and skills to a
text when they have been given a chance to read
through the passage.

5. Brainstorming the title of the text

6. Class Discussion

7. Pre-questions

8. Pre-True or False Statements
_____ 1. Vatican City is the smallest county in the world.
_____ 2. The city is the city of Catholic religion.
_____ 3. There is zero crime rate in the city.

9. Visual Aids

10. Vocabulary Preview

11. Structural Organizers

12. Using KWL

13. 1. Brainstorming the title of the text
2. Class Discussion
3. Pre-questions
4. Pre-True or False Statements
5. Visual Aids
6. Vocabulary Preview
7. Structure Organizers
8. Using KWL

14.  While-reading give students a sense of purpose
for reading rather than just reading because you
order it.
 This stage, too, requires the teacher’s guidance to
ensure that students assume an active,
questioning approach to the material. Such
guidance can be supplied by a number of while-
reading tasks.

15. True or False Statements

16. Comprehension Strategy (Q & A)

17. GRP Technique
1. Read a text
2. Put the text away
3. Note down the important facts from the text as you can
remember
4. Go back into the text to look for things you missed
5. Finally organize your information
Advantages of GRP:
1. Help students read more critically and show them the importance of looking
back in the text when they need additional information.
2. Allow students to think more deeply about what they read by creating their
own categories or main ideas found in the text.
3. It can be used in both while-reading and post-reading.
4. It can also be adapted to include a summary piece after categorizing the
information from the reading.

18. Key Sentence

19. Making in Text

20. Expert Family Group Reading

21. 1. True or False Statements
2. Comprehension Strategy (Q & A)
3. GRP Technique
4. Key Sentence
5. Making in Text
6. Expert Family Group Reading

22.  The last stage of the reading lesson is intended to
review the content; work on bottom-up concerns such as
grammar, vocabulary, and discourse features; and
consolidate what has been read by relating the new
information to the learners’ knowledge, interests, and
opinions.
 At this point, it would be appropriate to put the students
in pairs or small groups to compare and verify their
responses to the questions or graphics and then check
the results with the entire class.

23. Resolution Discussion

24. Summarization (Remember
Me)

25. 3-2-1 Technique

26. Classroom Debate

27. Reflection Writing

28. WANTED Poster

29. Imaginary Interview

30. Classroom Survey (Find someone who)
SHOP
Till You DROP
Find someone who:
Student 1 Student 2 Student 3
1. Go shopping very
weekend
2. Buy cheap clothes at
BKK market
3. Eat something in the
market

31. 1. Resolution Discussion
2. Summarization (Remember Me)
3. 3-2-1 Technique
4. Classroom Debate
5. Reflection Writing
6. WANTED Poster
7. Imaginary Interview
8. Classroom Survey (Find someone who)

32.  Text on the wall
 Word Matching
 Cloze exercise
 Scrambled stories (Jigsaw Reading)
 Making inferences
 Contextual guessing
 Running Dictation
 Reordering Main Idea
 Word Hunting

33.  Give students reasons to read
 Say something to make students predict
something right

34. 103 things to do before/during/after reading. (2012). Retrieved May 30,
2013, from http://www.readingrockets.org
Cuatemal, C.B.V (2008). Reading Strategies: Before, during and after
reading. Slideshare. Retrieved My 30, 2013, from http://www.slideshare.net
Elizabeth S. Pang, Angluki Muaka & Michael L. Kamil (2003). International
Academy: Teaching Reading. Geneva: Switzerland. Retrieved from
http://www.ibe.unesco.org
All images used in the presentation are retrieved from
http://www.google.com.kh