This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Reading is a process in many forms. One of these is the cognitive form where the process is more concerned on the processes of the brain while doing the activity.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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2. Skill:
“An acquired ability to perform well” (Harris &
Hodges, 1981:298)
Language Skills:
“The mode or manner in which language is used.
Listening, speaking, reading, and writing are
generally called the four language skills ...Often the
skills are subdivided into sub-skills ...”
(Richards et al., 1985:160)
3. READING SKILLS
Cognitive ability which a person is able to use
when interacting with written texts;
Seen as a part of the generalized reading process;
Reading skills have been used to structure reading
syllabi and for test construction.
Reference:
Urquhart, S. & Weir, C. (1998). Reading in a second language: Process,
product and practice.
4. SEPARABILITY OF SKILLS
In general, reading skills are presented in categories
or taxonomies:
Word attack skills (let the reader figure out new words);
Comprehension skills (help the reader predict the next
word, phrase, or sentence quickly enough to speed
recognition);
Fluency skills (help the readers see larger segments,
phrases, and groups of words as wholes);
Critical reading skills (help the reader see the
relationship of ideas and use these in reading with
meaning and fluency).
5. SEPARABILITY OF SKILLS
Word attack skills (Decoding skills)
Convert orthographic symbols into language;
Requires readers to recognize that the script represents
units of language, e.g. phonemes, syllable and words;
Developing word attack skills is necessary to help
beginning readers and writers become independent and
fluent.
6. SEPARABILITY OF SKILLS
Word attack skills : Sample of Sub-skills
Recognizing syllable patterns;
Recognizing symbols for consonant sounds;
Recognizing symbols for vowel sounds;
Recognizing symbols for tone;
Recognizing capital letters (upper case) and knowing when
to use them;
Recognizing punctuation and how it affects reading for
meaning and expression;
Recognizing the use of space to mark word breaks and
paragraphs.
7. SEPARABILITY OF SKILLS
Comprehension skills
Represent the ability to use context and prior
knowledge to derive meaning from text;
Comprehension is based on:
knowledge that reading makes sense;
readers' prior knowledge;
information presented in the text, and
the use of context to assist recognition of words and
meaning.
8. SEPARABILITY OF SKILLS
Comprehension Skills
Examples of Sub-skills:
Grammatical skills, knowledge of syntax, mechanics;
Using context to gain meaning,
Using schemata as aids;
Using metacognitive knowledge;
Recognizing text structure;
Predicting what will come next in text.
9. SEPARABILITY OF SKILLS
Comprehension Skills
Here are some examples of reading comprehension skills:
1. Using context as an aid to reading
e.g. being able to fill in the correct words in expressions:
“Open the d...” “Tell me a st...”
2. Using prior knowledge as an aid to reading;
3. Using predictability as an aid to reading (helped by rhyme,
& other associated pairs of words);
e.g. being able to predict the correct word in phrases
“men and w...” “fork and sp...” “mother and f...”
10. SEPARABILITY OF SKILLS
Fluency skills
Reading fluency is the ability to read text accurately and
quickly.
Fluency bridges word decoding and comprehension.
Fluency is a set of skills that allows readers to rapidly
decode text while maintaining high comprehension.
(National Reading Panel, 2001).
11. SEPARABILITY OF SKILLS
Fluency skills
Skills that allow a reader to see larger sentences and
phrases as wholes;
A process that aids in reading more quickly;
12. SEPARABILITY OF SKILLS
Fluency skills
Examples of fluency skills:
Immediately recognizing letters and frequent clusters of
letters;
Learning frequent words by sight;
Seeing phrases as wholes;
Using prediction skills within the phrase or clause;
E.g. being able to supply the correct words in phrases
or clauses such as the following:
“At the d...“ “Under the b...“
“Black and w...“ “The book that I r...”
13. SEPARABILITY OF SKILLS
Critical reading skills
Skills to analyze, synthesize and evaluate what is
read; They are the ability to see relationships of ideas
and use them as an aid in reading;
Involve activities such as determining cause-effect or
comparison relationship (types of organization) or
adopting a critical stance toward the text;
E.g:
Detecting / Predicting bias
Making inferences
Distinguishing fact and opinion
Generalization
14. SEPARABILITY OF SKILLS
Critical reading skills
Critical reading as a goal includes the ability to evaluate
ideas socially or politically;
Examples of Sub-skills:
Seeing questions and expecting answers;
Seeing cause and effect;
e.g. being able to supply the correct word in a clause such
as this one:
“If you drop it, it will b...”
15. SEPARABILITY OF SKILLS
Critical reading skills
Seeing steps in a process
E.g. being able to supply the correct word in a clause:
“Pull up a chair and s...”
Seeing comparisons
E.g. being able to supply the correct word in a phrase:
“As big as an e...”
Seeing generalization and itemization
E.g. being able to supply the correct word in a phrase:
“Fruits that grow in our village are ...”
16. SEPARABILITY OF SKILLS
Reading skills fall into a continuum of hierarchies;
Lower level skills (Decoding) relate to word attack skills;
Higher level skills (Comprehension) link to reading
comprehension skills
As decoding skill improves, differences in reading ability
are then more controlled by general comprehension
factor
Lower
Level
Higher
Level
Skills
17. SEPARABILITY OF SKILLS
In many models of skill, focus of attention may
change from lower-level skills to higher level
skills as reading ability is acquired;
The lower level skills involving visual perception
and phonic analysis become automatic with
practice and require less conscious monitoring;
Lower
Level Skills
Higher
Level Skills
18. HIERARCHY OF SKILLS
• Reading ability occurs when lower level skills change to
higher level skills
• This is where visual perception and phonic analysis
become more automatic with practice and require less
conscious monitoring;
• Hence, allows the reader to focus more on the
comprehension aspects of reading.
Lower
Level Skills
Higher
Level Skills
19. HIERARCHY OF SKILLS
Hierarchy order of comprehension skills
Barrett’s taxonomy
Reader is assumed to be beyond the initial stage of word
processing;
Divided into 5 ordered skill levels:
Appreciation
Evaluation
Inferential
Comprehension
Reorganization
Literal Comprehension
20. HIERARCHY OF SKILLS
• Barrett’s taxonomy was influenced by Bloom’s
(1956) taxonomy which defines levels of
cognitive & affective processing in areas other
than reading comprehension;
• However, in Barrett’s, there may be overlapping
in some categories and tasks devised to reflect
each category.
• Also, it doesn’t reflect the roles of background
knowledge & context which may modify the
proposed difficulty or ease.
22. HIERARCHY OF SKILLS
• Many attempts in L1 research to identify skills
and their hierarchy;
• However, little empirical evidence that skills
can be hierarchically ordered;
• In L2 reading research, similar attempts to
develop skill lists and hierarchies in reading
literature.
23. HIERARCHY OF SKILLS
• However, the differences in L2 research:
Learners are older when they read in L2 as
compared to L1 readers;
They are already literate in their L1;
Have more specific needs than early L1
learners.
24. • Research on skills in second language has
taken 2 primary orientations:
1. Examination on the role of traditionally
termed lower-level word processing skills;
2. Examination on the role of comprehension
skills (higher level skills) in 2nd language
reading.
RESEARCH IN L2
25. LOWER LEVEL SKILLS IN L2
Several studies on lower-level processing, i.e.
word processing skills, in the 2nd language
especially on 2nd language learners of different
writing systems;
Examined differences in visual & orthographic
coding skills of Arabic, Japanese, Chinese due
to differing nature of L1 writing systems
26. LOWER LEVEL SKILLS IN L2
Studies indicate that lower-level processing in
L2 is affected by visual and orthographic coding;
Word-attack skills in L1 are transferred to L2
contexts;
If a learner is at the low-level of word
processing, comprehension will be impeded;
27. HIGHER LEVEL SKILLS IN L2
Munby (1978) presents a taxonomy across 2nd
language skills of listening, speaking, reading
and writing skills;
Teachers and materials writers can select skills
appropriate for students with differing goals and
needs;
However, the taxonomy was not based on any
empirical framework
28. SUMMARY
Generally, studies on L1 and L2 argue against the
existence of strictly hierarchically ordered reading
skills;
There are broad categories of skills which are
mediated by text, purpose and content;
These skills may be useful for curriculum
development, and scope & sequence charts
associated with textbooks and series;
29. SUMMARY
Reading skills are not unitary in their structure;
Thus, it is appropriate to teach multiple skills in
reading.
30. In groups of five, select one of the skills in
reading. Choose one of the sub-skills under the
selected skill. Explain how this sub-skill can be
taught in class.