Reading as a communication process
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This document discusses characteristics of effective language for communication and reading comprehension. It identifies five key characteristics: 1) clarity through concrete rather than abstract language, 2) simplicity through direct rather than complex wording, 3) adapted language that relates to the reader's background, 4) forceful language that stimulates interest, and 5) vivid language that is descriptive. Following examples that demonstrate each characteristic, the document concludes that applying these language guidelines can make reading more meaningful and effective.
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Developmental Reading: Reading as a Communication Process
This document discusses the characteristics of effective communication through language. It identifies five key characteristics: 1) clarity - using concrete rather than abstract language, 2) simplicity - expressing ideas directly without unnecessary complexity, 3) adapted language - using vocabulary appropriate for the audience, 4) being forceful - using stimulating language that engages the reader, and 5) vivid language - employing descriptive words that appeal to the senses. Overall, the document advocates for using clear, simple, adapted, engaging and vivid language to best communicate through written text.
Reading as a Communication Process
This document outlines objectives and guidelines for effective language use. It identifies five key guidelines: clarity, simplicity, adapted language, forceful language, and vivid language. Clarity means using concrete symbols that are easily understood. Simplicity means using direct wording that is less complex. Adapted language means using words appropriate for the audience. Forceful language stimulates interest. Vivid language uses descriptive words that engage the senses. The document provides examples to illustrate applying these guidelines to construct clear and engaging sentences.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Reading as a psycho social process
1. Reading is a psycho-social process that involves the interaction between the reader and text and is influenced by one's social and mental development. It engages people across professions and borders.
2. Comprehension involves understanding the literal meaning of a text as well as making inferences beyond the literal meaning. It is influenced by a reader's prior knowledge and experiences.
3. Barriers to reading comprehension can be physical, psychological, environmental, or socioeconomic in nature. Effective reading strategies include making connections, asking questions, visualizing, inferring, determining importance, and synthesizing information.
CHARLES FRIES handout
Charles Carpenter Fries was an American linguist who founded the English Language Institute at the University of Michigan. Developmental reading refers to the normal pattern and sequence of reading skill development in children learning to read. It involves students making reading a habit rather than only doing it when necessary. Developmental reading involves 10 stages: reading readiness, beginning reading, listening skills, word study skills, literary appreciation skills, speaking skills, reading skills, writing skills, rapid growth and development, and the acquisition of reading power.
Learning Literacy Skills
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
FACTORS THAT AFFECT READING: PHYSICAL AND PHYSIOLOGICAL FACTORS
This document discusses various physical, physiological, and perceptual factors that can affect reading. It identifies several intrinsic factors like cognitive deficiencies, vision problems, hearing issues, and attention disorders that can negatively impact reading. Specific visual defects like myopia, hyperopia, and astigmatism are examined. Auditory issues are explored, outlining effects on vocabulary, sentence structure, speaking, and academic achievement. Perceptual factors like self-concept, beliefs, expectations, needs, and tendencies are also summarized as internal influences on perception and reading. The document provides educational implications of addressing issues like lighting, font size, and screening to support students.
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Developmental Reading: Reading as a Communication Process
This document discusses the characteristics of effective communication through language. It identifies five key characteristics: 1) clarity - using concrete rather than abstract language, 2) simplicity - expressing ideas directly without unnecessary complexity, 3) adapted language - using vocabulary appropriate for the audience, 4) being forceful - using stimulating language that engages the reader, and 5) vivid language - employing descriptive words that appeal to the senses. Overall, the document advocates for using clear, simple, adapted, engaging and vivid language to best communicate through written text.
Reading as a Communication Process
This document outlines objectives and guidelines for effective language use. It identifies five key guidelines: clarity, simplicity, adapted language, forceful language, and vivid language. Clarity means using concrete symbols that are easily understood. Simplicity means using direct wording that is less complex. Adapted language means using words appropriate for the audience. Forceful language stimulates interest. Vivid language uses descriptive words that engage the senses. The document provides examples to illustrate applying these guidelines to construct clear and engaging sentences.
Oral reading
The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
Reading as a process
Reading involves physiological, cognitive, and psycho-social processes. Physiologically, reading requires the eyes to focus on words while the brain interprets symbols. Cognitively, reading is a two-step process where the brain recognizes words and derives meaning. Higher comprehension involves skills like self-awareness and predicting. Psycho-socially, reading is a social and professional activity that connects people through communication.
Reading as a psycho social process
1. Reading is a psycho-social process that involves the interaction between the reader and text and is influenced by one's social and mental development. It engages people across professions and borders.
2. Comprehension involves understanding the literal meaning of a text as well as making inferences beyond the literal meaning. It is influenced by a reader's prior knowledge and experiences.
3. Barriers to reading comprehension can be physical, psychological, environmental, or socioeconomic in nature. Effective reading strategies include making connections, asking questions, visualizing, inferring, determining importance, and synthesizing information.
CHARLES FRIES handout
Charles Carpenter Fries was an American linguist who founded the English Language Institute at the University of Michigan. Developmental reading refers to the normal pattern and sequence of reading skill development in children learning to read. It involves students making reading a habit rather than only doing it when necessary. Developmental reading involves 10 stages: reading readiness, beginning reading, listening skills, word study skills, literary appreciation skills, speaking skills, reading skills, writing skills, rapid growth and development, and the acquisition of reading power.
Learning Literacy Skills
This document discusses literacy skills and learning to read and write in English as a foreign language. It defines literacy and explains that literacy skills must continually expand to new forms of communication. It then discusses the importance of literacy for life, learning, and career success in the 21st century. The document outlines key competencies and categories of literacy skills like receptive and productive skills. It examines factors that influence foreign language literacy learning like differences between the first language and target language. Finally, it provides objectives and strategies for starting to read and write in English as a foreign language for children up to age 7 and 10.
FACTORS THAT AFFECT READING: PHYSICAL AND PHYSIOLOGICAL FACTORS
This document discusses various physical, physiological, and perceptual factors that can affect reading. It identifies several intrinsic factors like cognitive deficiencies, vision problems, hearing issues, and attention disorders that can negatively impact reading. Specific visual defects like myopia, hyperopia, and astigmatism are examined. Auditory issues are explored, outlining effects on vocabulary, sentence structure, speaking, and academic achievement. Perceptual factors like self-concept, beliefs, expectations, needs, and tendencies are also summarized as internal influences on perception and reading. The document provides educational implications of addressing issues like lighting, font size, and screening to support students.
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This document outlines the stages of reading development from readiness through refinement. It discusses how reading development is influenced by personal maturation, social demands, values, and aspirations. The stages covered are reading readiness in nursery and kindergarten, beginning reading in grades 1-2, rapid growth in grades 3-4, and refinement in grades 6 and higher. Each stage describes the teacher's role in guiding students to acquire skills and techniques appropriate for that level, such as introducing sight words and phonics in early stages and encouraging independent reading and research in later stages.
Reading as a Physiological Process
The document discusses the physiological process of reading. It begins with light from printed symbols hitting the retina and inducing chemical changes that create nerve currents. These currents then travel to the mid-brain and cerebral cortex, where the symbols are interpreted. The process involves the eyes fixating on and moving between words using movements like saccades and regressions, recognizing groups of words at a time from left to right or right to left.
What is Reading ?
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
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The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
Emergent Literacy
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
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1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Socio-Historical-Perspectives-of-Reading.pptx
This document outlines a class on the psychology of the reading process. It discusses the objectives of explaining the socio-historical development of reading and implications for instruction. Key points include that reading began with oral language and experience, which evolved into writing systems and print. Reading involves the relationship between a reader's experience, oral language, and written symbols. The document provides an introductory activity, activates prior knowledge on how reading began, and outlines stages of language development. It discusses implications like understanding the relationship between reading and language, and the importance of oral language and home experiences. Assignments include defining human attributes that foster language and describing reading theories.
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
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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.
1 Nature of Reading.ppt
The document discusses various aspects of the reading process including:
- The nature of reading as a communication skill involving perception, comprehension, and reaction.
- Key theories of reading like bottom-up, top-down, and interactive approaches.
- Important reading theorists like Kenneth Goodman, Jean Piaget, and Keith Stanovich and their contributions.
- Characteristics of the reading process, types of reading materials, developmental stages of reading, and levels of reading.
- Important techniques in reading like skimming, scanning, SQ3R method, intensive reading and extensive reading.
Reading #2
The document discusses the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides key strategies to teach each component, such as talking to kids to develop phonemic awareness and reading practice to build fluency. The document also discusses theoretical models of reading, factors that affect reading development, and the developmental stages of reading in children from birth through high school.
Stages of Reading Development
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Lesson Plan
The document provides a detailed lesson plan for teaching about an Ilocano epic called Biag ni Lam-Ang. The objectives are for students to become familiar with places in Region 1, understand elements of an epic, and appreciate Philippine literature. The lesson involves motivating students with a puzzle activity about Region 1 places. Students then watch a digital storytelling about Biag ni Lam-Ang and discuss the epic's characters, setting, theme, and elements. The epic hero Lam-Ang goes on heroic quests to find his father, fight invaders, and prove his worthiness for marriage. The lesson defines key elements of epics like the epic hero and heroic quests. Students are engaged to discuss these elements as they apply
Grace goodell's
The document describes Grace Goodell's Reading Skills Ladder, which outlines 16 reading skills in a progression. It starts with basic sight words and progresses to more advanced skills like using reference books, borrowing library books, reading from the internet, and exposure to reading from mass media. The document provides details on sight words, including what they are, examples from the Dolch word list, and Ehri's four phases of sight word development. It also explains phonetic analysis and provides examples of phonetic classifications.
Reading difficulties
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
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This document discusses reading for information. It explains that reading for information is a lifelong skill used to understand non-fiction texts, newspapers, research papers and more. It helps readers identify text features, understand an author's purpose, and organize important points through summaries. The document also encourages exposing children to non-fiction to develop their reading skills and familiarize them with the structure of informational texts. Finally, it stresses the importance of integrating reading for information skills across school curricula to reinforce these skills in various academic disciplines.
The Five Macro Skills in Teaching
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Reading as a process of development
The document outlines the stages of reading development from early childhood through college. It identifies 6 stages: reading readiness, beginning reading, a period of rapid growth, a period of refinement, learning how to read, and listening and speaking vocabulary. Each stage builds on the previous one and progresses from simple to more complex skills. Development is influenced by personal maturation and social/educational demands. The stages involve acquiring basic sight words and sounds, oral and silent reading, vocabulary building, comprehension, and higher-level skills like research, note-taking and analytical reading.
Reading fluency
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
learner variables in language learning
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
language and social variation
This document discusses language variation based on social factors. It covers the topics of sociolinguistics, social dialects, education and occupation, social markers, and speech style/style-shifting. Sociolinguistics examines the relationship between language and society, investigating how languages function in communication and the structure of language. Social dialects, or sociolects, are language varieties that differ based on a speaker's social status or group, such as social class, religion, or ethnicity. Features like pronunciation, vocabulary, and grammar are used to analyze social dialects. Education level and occupation also influence one's speech patterns and style.
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Reading as a developmental process Developmental reading
This document outlines the stages of reading development from readiness through refinement. It discusses how reading development is influenced by personal maturation, social demands, values, and aspirations. The stages covered are reading readiness in nursery and kindergarten, beginning reading in grades 1-2, rapid growth in grades 3-4, and refinement in grades 6 and higher. Each stage describes the teacher's role in guiding students to acquire skills and techniques appropriate for that level, such as introducing sight words and phonics in early stages and encouraging independent reading and research in later stages.
Reading as a Physiological Process
The document discusses the physiological process of reading. It begins with light from printed symbols hitting the retina and inducing chemical changes that create nerve currents. These currents then travel to the mid-brain and cerebral cortex, where the symbols are interpreted. The process involves the eyes fixating on and moving between words using movements like saccades and regressions, recognizing groups of words at a time from left to right or right to left.
What is Reading ?
The document discusses teaching reading and provides information on several key areas of reading instruction including phonemic awareness, phonics, vocabulary, fluency, and comprehension. It describes 5 levels of phonemic awareness instruction from rhyming and alliteration to phoneme segmentation. It also outlines objectives of reading instruction, defines what reading is, and describes the 5 areas of the National Reading Panel's framework for reading instruction. Additionally, it discusses strategies that can be used during the three stages of teaching reading: pre-reading, reading, and post-reading. The goal is to help students understand and construct meaning from texts.
Literacy Across the Curriculum
The document discusses literacy across the curriculum and its importance. It provides perspectives from several teachers and researchers. Literacy across the curriculum means teaching literacy skills through various subject areas like math, science, social studies, etc. This is important because it reinforces learning in all areas and helps students learn to read and write for different purposes. Effective literacy programs incorporate reading and writing strategies across the curriculum and are student-centered. The document outlines several teacher projects focused on improving literacy skills through various subjects and strategies.
Emergent Literacy
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
Reading theories pp
1. The document discusses four major theories of reading: behaviorism, cognitivism, constructivism, and transactionalism.
2. Behaviorism views reading as a bottom-up process from individual letters and sounds to whole words and meaning. Cognitivism sees it as an interactive process influenced equally by print and the reader's prior knowledge.
3. Constructivism and the transactional model emphasize that reading is a meaning-making process involving using multiple language cues within a social context. The reader constructs their own understanding by transacting with the text.
Socio-Historical-Perspectives-of-Reading.pptx
This document outlines a class on the psychology of the reading process. It discusses the objectives of explaining the socio-historical development of reading and implications for instruction. Key points include that reading began with oral language and experience, which evolved into writing systems and print. Reading involves the relationship between a reader's experience, oral language, and written symbols. The document provides an introductory activity, activates prior knowledge on how reading began, and outlines stages of language development. It discusses implications like understanding the relationship between reading and language, and the importance of oral language and home experiences. Assignments include defining human attributes that foster language and describing reading theories.
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This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
Reading as a Cognitive Process
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.
1 Nature of Reading.ppt
The document discusses various aspects of the reading process including:
- The nature of reading as a communication skill involving perception, comprehension, and reaction.
- Key theories of reading like bottom-up, top-down, and interactive approaches.
- Important reading theorists like Kenneth Goodman, Jean Piaget, and Keith Stanovich and their contributions.
- Characteristics of the reading process, types of reading materials, developmental stages of reading, and levels of reading.
- Important techniques in reading like skimming, scanning, SQ3R method, intensive reading and extensive reading.
Reading #2
The document discusses the five essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It provides key strategies to teach each component, such as talking to kids to develop phonemic awareness and reading practice to build fluency. The document also discusses theoretical models of reading, factors that affect reading development, and the developmental stages of reading in children from birth through high school.
Stages of Reading Development
The document summarizes 5 stages of reading development from early childhood through adulthood. Stage 1 (grades 1-2) focuses on decoding letters and associating them with sounds. Stage 2 (grades 2-3) focuses on consolidating decoding skills and reading for fluency. Stage 3 (grades 4-8) requires using prior knowledge to understand new concepts. Stage 4 (high school) includes considering multiple viewpoints. Stage 5 (college and beyond) uses reading to synthesize one's own knowledge with others'.
Lesson Plan
The document provides a detailed lesson plan for teaching about an Ilocano epic called Biag ni Lam-Ang. The objectives are for students to become familiar with places in Region 1, understand elements of an epic, and appreciate Philippine literature. The lesson involves motivating students with a puzzle activity about Region 1 places. Students then watch a digital storytelling about Biag ni Lam-Ang and discuss the epic's characters, setting, theme, and elements. The epic hero Lam-Ang goes on heroic quests to find his father, fight invaders, and prove his worthiness for marriage. The lesson defines key elements of epics like the epic hero and heroic quests. Students are engaged to discuss these elements as they apply
Grace goodell's
The document describes Grace Goodell's Reading Skills Ladder, which outlines 16 reading skills in a progression. It starts with basic sight words and progresses to more advanced skills like using reference books, borrowing library books, reading from the internet, and exposure to reading from mass media. The document provides details on sight words, including what they are, examples from the Dolch word list, and Ehri's four phases of sight word development. It also explains phonetic analysis and provides examples of phonetic classifications.
Reading difficulties
This resource provides information to help teachers and parents identify potential reading difficulties in students. It lists "red flags" in preschoolers and early elementary students that could indicate problems with reading acquisition or efficiency, such as not knowing letter sounds or struggling to blend sounds. The purpose is to increase awareness, not diagnose specific disorders. The document also describes dyslexia as a difficulty with reading fluency and comprehension despite normal intelligence, involving issues with phonological awareness and other language skills. It aims to help teachers support students with reading difficulties through assessments and targeted teaching strategies.
What is Developmental Reading?
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Reading for information
This document discusses reading for information. It explains that reading for information is a lifelong skill used to understand non-fiction texts, newspapers, research papers and more. It helps readers identify text features, understand an author's purpose, and organize important points through summaries. The document also encourages exposing children to non-fiction to develop their reading skills and familiarize them with the structure of informational texts. Finally, it stresses the importance of integrating reading for information skills across school curricula to reinforce these skills in various academic disciplines.
The Five Macro Skills in Teaching
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Reading as a process of development
The document outlines the stages of reading development from early childhood through college. It identifies 6 stages: reading readiness, beginning reading, a period of rapid growth, a period of refinement, learning how to read, and listening and speaking vocabulary. Each stage builds on the previous one and progresses from simple to more complex skills. Development is influenced by personal maturation and social/educational demands. The stages involve acquiring basic sight words and sounds, oral and silent reading, vocabulary building, comprehension, and higher-level skills like research, note-taking and analytical reading.
Reading fluency
This document discusses reading fluency and strategies to improve it. It defines fluency as reading with speed, accuracy and proper expression. The essentials of fluent reading are accuracy, modeling expressive oral reading, repeated reading of authentic texts, assisted reading, focusing on phrased reading and creating synergistic routines. Strategies mentioned include repeated reading, reading support, leveled texts, silent reading and monitoring progress through timed reading. The history of reading fluency instruction is also summarized from the 1800s to present. Tips for developing fluency in emergent, beginning and fluent readers as well as ELL students are provided. Recommended instructional techniques include choral reading, partner reading, repeated reading, echo reading and
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There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
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This document provides an introduction to sociolinguistics. It begins by defining sociolinguistics as the study of the relationship between language and the social context in which it is used. It explains that sociolinguistics examines how people use language differently in various social settings and how language conveys social meaning. The document then discusses key topics in sociolinguistics, including language versus dialect, regional dialects, social dialects, and language variations based on style, register and social beliefs. It provides examples of how language usage varies based on social factors like region, socioeconomic class, gender, and education level.
Second Language Acquisition (SLA)
The document discusses first language acquisition and second language acquisition. It defines a first language as the language learned from birth or in early childhood. It notes that a person can have more than one first language. Second language acquisition refers to learning additional languages after the first one. Key aspects of second language acquisition discussed include the target language being learned, as well as linguistic, psychological, and social frameworks for studying the process of second language acquisition.
Second language acquisition
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
Linguistic inequality ppt
Linguistic inequality can take three forms: subjective inequality regarding beliefs and prejudices about languages, strictly linguistic inequality concerning differences in linguistic knowledge and skills, and communicative inequality involving differences in ability to communicate effectively. Subjective inequality involves prejudices and stereotypes associated with particular ways of speaking. Linguistic features may be linked to stereotypes about characteristics like intelligence. Prestige of languages or dialects is also influenced by subjective views. Linguists study these issues to better understand social attitudes and their effects.
Social factors governing language variation
Social factors like class, ethnicity, gender, age, and education influence language variation. Labov's study found class affected pronunciation patterns, with upper classes using standard variants and lower classes using non-standard variants. Ethnic groups develop language varieties through substrates and adstrates. Gender influences language choice, with men using more direct and non-standard forms while women use more standard forms. Younger generations adopt new slang that differs from older generations. Education level also impacts language, with more educated speakers using standard dialects. These social dimensions are core to understanding sociolinguistic variation.
Lang. cur-ppt-copy
Language is the most powerful system of communication between humans. It is a system of symbols and rules that allows for meaningful communication between individuals and across cultures. For a system of communication to be considered a language, it must meet certain criteria, including having standardized rules, a community of speakers to give it vitality, a sense of identity and history for its speakers, autonomy, and characteristics of being systematic yet flexible. The building blocks of any language include phonemes, morphemes, and grammatical rules that specify how these elements are combined.
Tema 2
1. The document discusses several theories of first and second language acquisition, including imitation theory, innateness theory, cognition theory, input theory, and behaviorism.
2. It notes key differences between first and second language acquisition, such as L1 acquisition typically occurring before age 5 while L2 occurs later, and L2 learners being unable to fully process language like native speakers.
3. Several theories of second language acquisition are also covered, including accomodation theory, the acculturation model, discourse theory, and Krashen's Monitor model which distinguishes acquisition vs. learning.
Sociolinguistics_April 15th, 2019
The results of our group discussion on sociolinguistics. We take this material from several book references. We uploaded this presentation with the aim that we can learn together especially sociolinguistics. We hope that readers can understand the contents of the material. There are many mistakes please forgive us. Thank you.
Developing socio linguistics awareness in the Indian classroom
Sociolinguistics is the descriptive study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and society's effect on language. It differs from sociology of language, which focuses on the effect of language on society.
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Reading as a communication process
- 1. Reading as a communication Process Language is a code system used by humans to communicate. And as there are diverse languages,there are diversities in the code system or symbol system as devised and used by man.
- 2. Characteristics in language are: 1.CLARITY-The reader can more easily and immediately understand language when the code symbols are concrete rather than abstractions and generalizations.
- 3. Compare for Example: Many students attended the student council meeting. Ninety-five college students attended Tuesday’s student council meeting.
- 4. 2.SIMPLICITY-Complex wording written for the sake of verbal erudition is less easily understood,compared with what is expressed directly and to the point.
- 5. Compare for example: Shall we partake of our repast? Shall we eat?
- 6. 3.ADAPTED LANGUAGE Words of expression should relate to reader’s age ,educational attainment,gender,ethnic origin, other personal factors.
- 7. Compare for example: When preachers caused a stir talking about sexuality to a group of women. Luzon politicians were not well received by Mindanao groups.
- 8. 4. FORCEFUL Stimulating language provides color,interest and excitement.
- 9. Compare: He speaks at length while saying little. He spews forth words-and says nothing.
- 10. 5.VIVID LANGUAGE Vivid wording is descriptive and stirs the senses of the reader. Compare: Very good salesman……crackerjack persuader Dishonest and evil…..Festering corruption Trouble spot……Seething hell
- 11. These five guidelines of language- concrete,simple,adapted,forceful and vivid-add menaingfulness to the reader. As a reader yourself,you may now see the relevance of language to effective and meaningful reading.
- 12. Thank you and God bless!! By: Loriemae Andrade B.E.ED-3 University of Cebu-Lapu Lapu and Mandaue