This document outlines a workshop on developing reading skills. The workshop covered objectives of improving reading skills for non-native English speakers, perspectives on the reading process including interactive and schema-based approaches, characteristics of fluent readers, and techniques for teaching reading like generalization, skimming, scanning and making inferences. The workshop emphasized developing reading through both intensive classroom reading and extensive independent reading.

1. Developing the Reading SkillDeveloping the Reading Skill
Supervised bySupervised by
Samar Ja'afarSamar Ja'afar : ELT Senior Supervisor: ELT Senior Supervisor
Mohammed TahaMohammed Taha : ELT Supervisor: ELT Supervisor
State of Kuwait
Ministry of Education
Mubarak Al Kabeer Educational Zone
English Language Inspectorate
A Workshop on
Tulaitela Secondary School for Girls
School Principal
Wasmeya Al Manae
Presented byPresented by
Jane ThomasJane Thomas : Teacher: Teacher
Mahassen El SewessyMahassen El Sewessy : Head of Department: Head of Department

3. " But words are things, and a
small drop of ink.
Falling like dew, upon a thought,
produces
That which makes thousands, perhaps
millions, think".
Lord Byron
A Workshop on : Developing the Reading Skill

4. 1. Objectives
2. Open discussion
3. Perspectives on the reading process
4. Characteristics of fluent readers
5.How to develop the reading skill.
6. Conclusion
Contents
A Workshop on : Developing the Reading Skill

5. Objectives
The main objective of this
workshop is to show how to
develop the reading skill in a
class of non -native speakers of
English.
A Workshop on : Developing the Reading Skill

6. This is just to say I have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
Forgive me
they were delicious
so sweet
so cold.
William Carlos Williams
A Workshop on : Developing the Reading Skill

7. 1. Why do we read?
Let's discuss the following questions:
2. What do we read?
A Workshop on : Developing the Reading Skill

8. 1. Reading is important to reinforce oral language.
2. Reading is a one-way process where the reader takes
the message from the page.
3. Reading is composed of a series of skills rather than a
single unified process.
4. Oral reading in class should be encouraged to build
fluency, confidence, and literary appreciation.
5. To understand a text we have to understand all the
6. words in it.
Do you agree or disagree with the following
statements:
A Workshop on : Developing the Reading Skill

9. Perspectives on the
Reading Process
A Workshop on : Developing the Reading Skill

10. InteractiveInteractive
Approaches toApproaches to
ReadingReading
A Workshop on : Developing the Reading Skill

11. Schema Theory
A Workshop on : Developing the Reading Skill

12. Reading is an active, complex process of comprehending
written language, encompassing many different skills.
Some of the characteristics of fluent readers are:
• Read with a purpose ( to get information or for pleasure ) and
understand the purpose of different texts ( eg.., ads to encourage
buying, editorials to present and influence opinions, recipes to give
instructions ) .
• Read quickly, automatically recognizing letters and words, ,
maintaining a flow that allows them to make connections and
inferences that make the text understandable.
Since fluency is our main target, let's agree together on the
characteristics of fluent readers: ( Discussion )
Characteristics of fluent readers
A Workshop on : Developing the Reading Skill

13. • Use a variety of strategies, depending on the nature of
the text, to read efficiently (e.g,.. varying reading speed,
predicting what will happen next, previewing headings
and illustrations ).
• Interact with the text, making use of background
knowledge as well as the information on the printed
page.
• Evaluate the text critically, determining whether they
agree or disagree with the author.
• Expect to understand the text and get meaning from it.
• Usually read silently.
A Workshop on : Developing the Reading Skill

14. Now we come to the most
important part of the workshop:
How to develop the reading skill
of our students.
DiscussionDiscussion
A Workshop on : Developing the Reading Skill

15. First, let's agree that there are two types of reading:
Intensive Reading which is practiced in class and
Extensive Reading which is practiced anywhere outside
the class.
Intensive reading and the interest the teacher
creates in students make them practice extensive reading
which in its turn leads to Fluency in the skill.
To achieve Fluency in reading, we have to tackle
Intensive reading in the right way and this is the role of the
teacher.
How to Develop the Reading Skill
A Workshop on : Developing the Reading Skill

16. There are different techniques:
• Generalization
• Skimming
• Scanning
• Surveying
• Making inferences
• Understanding Vocabulary
• Understanding Chronological Order
• Predicting
• Interpreting
• Comprehending
Now, as a teacher, what can you do in class?
A Workshop on : Developing the Reading Skill

17. There are two types of text:.
Prose and Non-prose.
Types of text
prose non-prose
Types of texts
A Workshop on : Developing the Reading Skill
How far is non-prose important in our life?
Where are you subject to non-prose material?
Can you give examples?

18. Structuring a text : Inductive and Deductive arguments
Students can learn to recognize whether an argument is
inductive or deductive: whether the author begins with a
generalization, which is then supported (deductive
argumentation) ,or builds towards a final generalization
(inductive argumentation).
Applications of Various Techniques Using
Worksheets
A Workshop on : Developing the Reading Skill

19. In the following examples, the students' attention is
called to the techniques employed by writers to signal
paragraph organization.
1-Deductive organization
Large cars cause their owners several problems. First,
they cost a lot of money. They are also more expensive to
run, using twice as much fuel as small cars and producing
higher repair bills. Moreover, they are less maneuverable and
more difficult to park, needing additional space.
A Workshop on : Developing the Reading Skill

20. 2-Inductive organization
Many well-paid jobs require some kind of formal
academic training. Promotion, furthermore, usually comes
quicker to those with advanced degrees or professional
qualifications. In addition, most specialized fields, such as
research and the professions, demand higher education of
the would-be entrant. Clearly, a university education is an
important asset for a young person today.
A Workshop on : Developing the Reading Skill

21. A-
Topic sentence: .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Examples:
1. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
2. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
3. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
B-
Topic sentence: .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Examples:
1. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
2. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
3. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
Fill in the Traditional Outline:
A Workshop on : Developing the Reading Skill
Techniques for Exploring the Relationships
Among Ideas in a Passage:

22. Non-prose Skimming: Multiple Choice/Matching
Example:
How can we apply reading activities to
non-prose lessons?
A Workshop on : Developing the Reading Skill

23. Non-prose scanning : Extract from a telephone directory
Example:
A Workshop on : Developing the Reading Skill

24. The crew set off when the sun was barely up
.Stanley met the other sailors and the ship’s pet Polly.
Polly was green, and she squawked loudly as she flew
from sail to sail.
They followed the map and sailed for days.
What time of the day did they leave?
*evening *afternoon *morning
An example of how to draw inferences from a text
A Workshop on : Developing the Reading Skill

25. Another example of how readers are enabled to
draw inferences from the text is shown below.
A Workshop on : Developing the Reading Skill
Read the following notice:

26. STRUCTURING A TEXT:
GENERALISATIONS
WITH SUPPORTING
INFORMATION
A Workshop on : Developing the Reading Skill

27. SEMANTIC MAPS
A Workshop on : Developing the Reading Skill

28. The following figure
is an example of one
class's pre-reading
and post-reading
semantic maps on
the topic of sharks.
A Workshop on : Developing the Reading Skill

29. A Workshop on : Developing the Reading Skill
conclusion

30. A Workshop on : Developing the Reading Skill
Thanks

31. Developing the Reading SkillDeveloping the Reading Skill
Supervised bySupervised by
Samar Ja'afarSamar Ja'afar : ELT Senior Supervisor: ELT Senior Supervisor
Mohammed TahaMohammed Taha : ELT Supervisor: ELT Supervisor
State of Kuwait
Ministry of Education
Mubarak Al Kabeer Educational Zone
English Language Inspectorate
A Workshop on
Tulaitela Secondary School for Girls
School Principal
Wasmeya Al Manae
Presented byPresented by
Jane ThomasJane Thomas : Teacher: Teacher
Mahassen El SewessyMahassen El Sewessy : Head of Department: Head of Department