1. The document discusses goals and techniques for teaching reading, including the three stages of the reading process: pre-reading, while-reading, and post-reading. 2. During pre-reading, teachers use strategies like predicting, setting the scene, skimming, and scanning to facilitate comprehension. While-reading focuses on understanding through questions, inferences, and information transfer. 3. Post-reading tasks provide opportunities for students to relate what they read to their own knowledge and produce language based on what they learned.

1. Goals and
Techniques
for Teaching
Reading

2. THE
READING
PROCESS…

4. decodes
attaches
connects
mental
representation
forms
hypotheses
makes
decisions
words
meaning
text
information
upcoming
information
purpose for
reading

5. The three stages are:
pre-reading
while-reading
post-reading.
THE
READING
PROCESS

6. The purpose of pre-reading (also called Lead-
in) is to facilitate while-reading activities.
predicting,
setting the scene,
skimming, and
scanning
1. Pre-reading
activities

7. Predicting will get the reader’s mind closer to
the theme of the text.
Ways of predicting:
predicting based on the title,
predicting based on vocabulary,
predicting based on the T/F questions.
PREDICTING

8. Setting the scene means getting the students
familiar with the cultural and social
background knowledge relevant to the reading
text.
The culture-bound aspect of the text can start
at the beginning with the title. e.g.:
SETTING THE
SCENE

9. Skimming means reading quickly to get the
gist, i.e. the main idea of the text.
Some suggestions:
Ask general questions. e.g. ―Why did the
writer write the article?‖
Ask the students to choose a statement from
3-4 statements.
Ask the students to put subtitles for different
parts of the text into the right order. e.g.:
SKIMMING

10. Scanning means to read to locate specific
information.
The key point in scanning is that the reader
has something in his mind and he or she
should ignore the irrelevant parts when
reading.
SCANNING

11. While-reading activities focus on the process
of understanding rather than the result of
reading.
Information transfer activities
Reading comprehension questions
Understanding references
Making inferences
2. While-reading
activities

12. Questions for literal comprehension. (Answers
directly and explicitly available in the text)
Questions involving reorganization or
reinterpretation. (Require Ss to obtain literal
information from various parts of the text and put it
together or reinterpret it)
Questions for inferences. (what is not explicitly
stated but implied)
Questions for evaluation or appreciation. (making
a judgement about the text in terms of what the
writer is trying to convey)
READING
COMPREHENSION
QUESTIONS

13. All natural language, spoken or written, uses
referential word such as pronouns to refers to
people or things already mentioned previously
in the context.
e.g. on p. 131:
UNDERSTANDING
REFERENCES

14. Making inferences means ―reading between
the lines‖, which requires the reader to use
background knowledge in order to infer the
implied meaning of the author.
e.g. What can you infer from the following?
MAKING
INFERENCES

15. Post-reading tasks should provide the
students with opportunities to relate what they
have read to what they already know or what
they feel.
In addition, post-reading task should enable
students to produce language based on what
they have learned.
3. Post-reading
activities

16. ACTIVITY -1

17. TOP 10
READING
STRATEGIE

18. Language
Reading
Thinking

19. Reading IS
Thinking
“The purpose of reading is
understanding.”

20. ―Once thought of as the natural
result of decoding plus oral language,
comprehension is now viewed as a much
more complex process involving
knowledge, experience, thinking and
teaching.‖
(Linda Fielding and P. David Pearson, 1994)

21. 6. Decide What’s
Important
7. Make Inferences
Then Draw
Conclusions
8. Summarize and
Synthesize
1. Connect to the
Text
2. Ask Questions
3. Expand
Vocabulary
4.Predict &

22. Making Connections: A Bridge From
the New to the Known
Text to Self
Text to Text
Text to World

23. Asking Questions: The Strategy That Propels
Readers Forward
“Questioning is the strategy that keeps readers
engaged. When readers ask questions, they
clarify understanding and forge ahead to make
meaning. Asking questions is at the heart of
thoughtful reading.”
~Harvey and Goudvis

24. “The larger the reader’s vocabulary (either oral
or print), the easier it is to make sense of the
text.”
Report of the National Reading Panel

25. “Research suggests that when students make
predictions their understanding increases and
they are more interested in the reading
material.”
Fielding, Anderson, Pearson, Hanson

26. Visualizing: A Tool to Enhance
Understanding
“Visualizing is a comprehension strategy that
enables readers to make the words on a page
real and concrete.”
Keene and Zimmerman

27. “Thoughtful readers grasp essential ideas
and important information when reading.
Readers must differentiate between less
important ideas and key ideas that are
central to the meaning of the text.”
Harvey and Goudvis

28. “Inferring is at the intersection of taking what
is known, garnering clues from the text, and
thinking ahead to make a judgment, discern
a theme, or speculate about what is to
come.”
Harvey and Goudvis

29. The Evolution of Thought
Synthesizing is putting together separate
parts into a new whole….a process akin to
working a jigsaw puzzle.
Harvey and Goudvis

30. “If confusion disrupts meaning, readers need
to stop and clarify their understanding.
Readers may use a variety of strategies to
“fix up” comprehension when meaning goes
awry.”
Harvey and Goudvis

31. “Fluency is important because it frees
students to understand what they read.”
Report of the National Reading Panel

32. CAUTION!
“Although these strategies tend to be
introduced independently, readers rarely use
these in isolation when reading. These
thoughts interact and intersect to help readers
make meaning and often occur simultaneously
during reading.”
Harvey and Goudvis

33. Strategic skills needed in reading
• Distinguishing the main idea from
supporting details;
• Skimming: reading for the gist or main
idea;
• Scanning: reading to look for specific
information;
• Predicting: guessing what is coming
next;

34. Using
Authentic
Materias And

35. 1. The reading material must be authentic: It
must be the kind of material that students will
need and want to be able to read when
traveling, studying abroad, or using the
language in other contexts outside the
classroom.
USING AUTHENTIC
MATERIALS

36. 2. The reading purpose must be authentic:
Students must be reading for reasons that
make sense and have relevance to them.
"Because the teacher assigned it" is not an
authentic reason for reading a text.
USING AUTHENTIC
MATERIALS

37. 3. The reading approach must be authentic:
Students should read the text in a way that
matches the reading purpose, the type of text,
and the way people normally read. This
means that reading aloud will take place only
in situations where it would take place outside
the classroom, such as reading for pleasure.
The majority of students' reading should be
done silently.
USING AUTHENTIC
MATERIALS

38. Reading
Aloud…

39. What is a Read Aloud?
• A Read Aloud is simply that—times in the
school day when a teacher has planned to
read orally to a group of students.
• Read Aloud is a strategy in which a
teacher sets aside time to read orally to
students on a consistent basis from texts
above their independent reading level but
at their listening level.

40. What reading aloud activities could you
use?
Different types of reading aloud for different purposes:
• Interactive reading aloud to teach particular reading strategies.
• Dramatic reading to teach how to vary intonation, pause, tonal
and expression patterns.
• Scaffolded reading with a better reader, paired or shared reading
with a peer to teach reading actions.
• Solo reading, reading aloud to self or on tape to teach fluency.
• Choral reading (chorus), small group or whole class to teach
fluency.
• Shared reading, read plays, novels, poems etc with other readers.
• Repeated or multiple readings of the same text to teach fluency.

41. To prepare /select texts for reading aloud
• Choose appropriate text; texts at the reader’s
instructional or independent reading levels; that
is, they can read at least 90 % of the words
accurately
• Check readability of texts; readability measures
such as Flesch-Kincaid Grade Level
• Plan to have individual students read aloud in
small bursts initially; each reader reads 1 or 2
sentences.

42. What might students/reader do while
reading aloud?
The reader can:
• point to words while reading, run finger along
the text, use fingers to segment words or
guide reading
• re-read sentences or sections to improve
fluency or that didn’t make sense, difficult to
understand.
• self-correct errors by re-reading, self-correct
pronunciation.

43. What might students do while reading
aloud?
The reader can:
• pause to comprehend at the end of each
sentence; the reader can paraphrase,
ask questions, consolidate (―so what that
says, is…‖), predict what’s going to
happen next
• read at their pace and vary the pace to
match difficulty of material
• experiment while reading – predict what
the text might be about , guess unfamiliar
words
• re-read to understand main idea.

44. Self talk to automatize reading aloud
• What can I do before I start reading?
• What is the purpose? Why am I reading this?
• What do I know about this topic?
• What will I do when I come to a word I don’t
understand?
• What will I do when I don’t understand an idea?
• What should I be doing when someone is
reading?
• What should I be able to do after I have read
the text?
• Physically, what do I do when I read?
• What will I look for as I read?

45. Teacher Preparation for
Read Aloud
• Highlight places to stop, question, make
predictions, or make connections.
• Write discussion questions before the
lesson.
• Practice reading the selection using
gestures and voice intonation.
• Plan before, during, and after reading
activities to enhance comprehension.

46. Read Aloud Challenges and Solutions
• The biggest challenge teachers have during Read Aloud is inattention by
some children, which can interfere with other students’ listening. In order
to get the most from Read Alouds you need to set up an explicit classroom
routine.
• Plan where and how the children are going to sit and where you will sit or
stand. Be sure each child can see the book and make sure they know that
everyone will get to see the pictures. The teacher should be elevated in
order to monitor students, especially those sitting in the back.
• Use cues to settle the children and consistently use them. Examples:
“1,2,3 Eyes on me.” “I wiggle my fingers; I wiggle my toes; I wiggle my
shoulders; I wiggle my nose. Now all the wiggles are out of me, and I’m as
quiet as I can be. (Shhhhhh….)
• Read the book ahead of time. By familiarizing yourself with the book you
will know the story line, rhythm of the words, vocabulary, pronunciation,
and characters. This familiarity will allow you to involve the children by
having eye contact while you read.
• Start every read aloud by introducing the title, author, and unknown
vocabulary/concepts. If you have read other books by that author discuss
that with the children.

47. Read Aloud Challenges and Solutions
• Present literature to children with a planned introduction and conclusion.
Use the introduction to create interest and set the mood for the story.
• Choose books that are exciting enough to hold childrens’ interest and
short enough to fit their attention spans. Their attention span will grow
throughout the year.
• Read everyday.
• Use cues to give children ways to control their behavior themselves.
Example: Move your finger across your mouth, tell the children that the
signal means to be quiet or put on your listening ears. Use these
consistently. Example: If a child isn’t listening, say their name in the story.
Children love to hear their names in the book.
• Encourage participation.
• Let the children know that you can’t wait to read to them every day!