1. I am not a speed reader. I am a speed understander.
~ Isaac Asimov ~
Reading Strategies in the EFLReading Strategies in the EFL
ClassroomClassroom

2. A PROVOCATIVE THOUGHTA PROVOCATIVE THOUGHT
¨What is urgent is to reconcile these children with reading.
Personally I do it in class by reading novels aloud, by talking to
them about literature and by "telling them stories". The aim of
Reads Like a Novel was to show what I do in this area without
building it up into a "method".
The Power of Books
Interview with Daniel Pennac

3. AGENDAAGENDA
Definitions.
Purposes when reading.
Why reading in English?
Why don´t people read in
English?
Teacher´s responsibilities
Implications.
ReadingActivities.
The process.
The Reader and his Rights.
Keys to positive reading.

4. Readers must feel in an equal relationship withReaders must feel in an equal relationship with
the writer through different options whenthe writer through different options when
reading a text.reading a text.

5. PURPOSES WHEN READPURPOSES WHEN READING
Reading for
 survival
 learning
pleasure
Different purposes, different
processes.
Making sense of texts.

6. WHY READING IN ENGLISH?
 To get a useful skill,
 to improve the language,
 to get familiar with the
language,
 to understand the shades of
meaning in a particular
context.

7. WHY DON´T PEOPLE READ INWHY DON´T PEOPLE READ IN
ENGLISH?ENGLISH?
Lack of confidence
 Reading in English is
different from reading in L1.

8. TEACHER´S RESPONSIBILITIESTEACHER´S RESPONSIBILITIES
Helping students to
develop effective
reading strategies
go beyond reading
as a chore
¨ If readers do not
readforpleasure
intheirmother-
tonguetheyare
highlyunlikelyto
do so inasecond
orforeign
language.¨
(Wallace : 1 1 9 2; 7 )

9. IMPLICATIONSIMPLICATIONSMotivatereaders so theycan
readformorethananswering
questions.
Seereadingas part of genuine
communication.
Createopportunities of
simulating¨ real-life¨ reading
options inclass.
Readingseennot onlyas a
chore.

10. KIND OF READING ACTIVITIESKIND OF READING ACTIVITIES
Passive tasks Active tasks

11. THE PROCESSTHE PROCESS
Pre-reading
activities
While reading
activities
Post-reading
activities

12. THE READER AND HIS RIGHTSTHE READER AND HIS RIGHTS
according toaccording to
1)The right to not read,
2)The right to skip pages,
3)The right to not finish a
book,
4) The right to reread,
5)The right to read
anything,
6)The right to“Bovary-ism,”
a textually-transmitted
disease,
7)The right to read
anywhere,
8 The right to sample and
steal (“grappiller”),
9)The right to read out-
loud,
10) The right to be silent.

13. KEYS TO POSITIVE READINGKEYS TO POSITIVE READING
 Regular opportunities to read and respond to
literature.
 Explore independent reading.
 Rich writing experiences .
 Reading for personal purposes.
 Reading as a tool for learning from all subject
areas.
 Reading for vocabulary development.
 Reading to link background knowledge and new
content from the texts.
 Reading for using different strategies with
different texts.

14. REFERENCEREFERENCE
 DAVIS, Stephanie. Motivation and Reading in the EFL Classroom - Why don't
Advanced Learners Enjoy Reading?
 CORREIA, Rosane. Encouraging Critical Reading in the EFL classroom.
 PENNAC, Daniel. Comme un Roman.
 http://www.google.com.co/images

15. Read as you taste fruit or savor wine,
or enjoy friendship, love or life.
~ George Holbrook Jackson ~
Thanks for your kindness and have aThanks for your kindness and have a
great Readinggreat Reading time!time!