Downloaded 1,722 times
Uploaded byJenny Cadena
How to teach reading
This document provides an overview of teaching reading. It defines reading as receiving and interpreting information from print. Key aspects discussed include the importance of teaching reading for different purposes. It also outlines lower level reading processes and comprehensive teaching approaches, including before, during, and after reading activities. The benefits of extensive reading are explained, such as reading for pleasure. Balancing intensive, extensive, vocabulary, and skills development is emphasized for an effective reading program.
In this document
Powered by AI
Presentation by Yenny Cadena, Diego Acuña, Lorena Peña, and Hugo Serrano outlines key objectives.
Discusses the nature and definition of reading. Highlights the evolution of reading and comprehension processes.
Explores how reading works, its processes, and the importance of reading for academic and specific purposes.
Importance of teaching reading; methods like group reading activities, vocabulary work, and engaging students.
Focus on group dynamics, student engagement, and allowing students to connect personal knowledge to texts.
Negative aspects of reading instruction like lack of practice, disinterest, and difficulties in skill acquisition.
A structured approach to reading: Before, During, and After-reading activities and innovative engaging methods.
Characteristics, benefits of Extensive Reading, assessment challenges, and recommended reading volumes for students.
Bibliography outlines key references for methodology and frameworks in language teaching.
More Related Content
Similar to How to teach reading
How to teach reading
- 1. How to Teach Reading YennyCadena Diego Acuña Lorena Peña Hugo Serrano
- 2.
- 3. The Nature ofReading We were never born to read. Humans beings invented reading only a few thousand of years ago. And with this invention, we rearranged the very organization of our brain, which in turn expanded the ways we were able to think, which altered the intellectual evolution of our species. (Wolf, 2007:3)
- 4. WHAT DOES READINGMEAN?
- 5. DEFINITION OF READING “Reading isthe process of receiving and interpreting information encoded in language from via the medium of print” (Urquhart & weir, 1998: 22) or “comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known” (Koda, 2005:4)
- 6. Video by Dr.Richard Alligton
- 7. Processes that DefineReading
- 8. READING FOR DIFFERENT PURPOSES Readingability can be improved by teaching how to read for particular purposes. (Anderson, 2000 a: 397)
- 9. Academic Purposes forReading
- 10. HOW READING WORKS(LOWER LEVEL PROCESS)
- 11. The importance of teachingreading.
- 13. Teaching Reading: AComprehensive Approach
- 14. HOW WE APPROACHGROUP READING ACTIVITIES? Group Group reading reading WordWordrecognition recognition exercises exercises Work with Work with vocabulary vocabulary Individualized Individualized reading reading
- 15.
- 17. It aims tobuild more language It aims to build more language knowledge, rather than practice the knowledge, rather than practice the skill of reading. skill of reading.
- 18.
- 19.
- 20. Do you likethe text?
- 21. Letting the studentsin. Students are far more likely to be engaged Students are far more likely to be engaged in a text if they bring their own feelings in a text if they bring their own feelings and knowledge to the task. and knowledge to the task.
- 23. The Vocabulary Question. “Itseems contradictory to insist that students “ read for meaning” while simultaneously discouraging them from trying to understand the text at a deeper level than merely gist”. By Carol Walker (1998).
- 24. Time Time Limii Lim tt Mee Ma ann ni in cco g onsg nse ens nsu ss u Worrd/ / se Wo d phrrase ph a lilmitt imi
- 25.
- 27. NEGATIVE ASPECTS! Very little Verylittle practice of practice of the skill of the skill of reading. reading. The text The text may or may may or may not interest not interest the learner. the learner. The learner The learner will not be will not be able to read able to read quickly nor quickly nor smoothly. smoothly. Few Few chances to chances to learn the learn the patterns in patterns in English. English. The learner will The learner will not be able to not be able to read at her/his read at her/his own level of own level of reading ability. reading ability. The learner The learner often has to often has to stop reading stop reading and use a and use a dictionary. dictionary.
- 28. PLANNING FOR READING Before-Reading During- Reading After-Reading.
- 31. After-Reading activities Cartoon StripWanted posters Story map. Hot Seat. Monster, Vanishing Cloze.
- 32. After-Reading activities Freeze frames. PhonicFamilies. Consonant groups . Jumbled sentences.
- 33. ALSO… Story innovation Time lines. Innovating on the Ending. Readers’ Theatre. Text reconstruction. Picture and sentences Matching. True/ false question. Questioning the text.
- 34. EXTENSIVE READING io o effnitti e iini D D n n Pur Pur pos pos ee
- 35. Characteristics of SuccessfulER Programs
- 36.
- 37. HOW DO WEASSESS THE STUDENTS’ EXTENSIVE READING? Since each learner is reading different books, the teacher does not have enough time to test each Students’ reading.
- 38. How much readingshould be done? Research has shown that a learner should ideally be reading about a book a week at her level of difficulty. This amount of reading should take about 90-120 minutes per week, or about 15 minutes per day.
- 39. The key toa successful reading program is a good balance between Intesive Reading, Extensive Reading, the development of vocabulary, and work on reading skills and strategies.
- 40. Bibliography Richards, Jack Cand Willy A. Renandya. 2002. Methodology in Language Teaching. Cambridge University Press. Grabe, W.(2009) Reading in a Second Language: Moving from Theory to Practice. USA. Cambridge Applied Linguistics. Gibbons, Pauline. 2002. Scaffolding language, Scaffolding learning. Waring, Rob. Oxford Graded Readers. Oxford University press.