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.

1. How to Teach
Reading
Yenny Cadena
Diego Acuña
Lorena Peña
Hugo Serrano

2. AGENDA

3. The Nature of Reading
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 READING MEAN?

5. DEFINITION
OF READING
“Reading is the 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 Define Reading

8. READING FOR DIFFERENT
PURPOSES
Reading ability can be improved by
teaching how to read for particular
purposes. (Anderson, 2000 a: 397)

9. Academic Purposes for Reading

10. HOW READING WORKS (LOWER LEVEL PROCESS)

11. The importance of
teaching reading.

13. Teaching Reading: A Comprehensive Approach

14. HOW WE APPROACH GROUP
READING ACTIVITIES?
Group
Group
reading
reading
WordWordrecognition
recognition
exercises
exercises
Work with
Work with
vocabulary
vocabulary
Individualized
Individualized
reading
reading

15. CLASSROOM PROCESSES

17. It aims to build 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. THE LEARNERS CAN..

19. Activity

20. Do you like the text?

21. Letting the students in.
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.
“It seems 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
ons g
nse
ens
nsu
ss u
Worrd/ / se
Wo d
phrrase
ph a
lilmitt
imi

25. Reading Lesson
Sequences

27. NEGATIVE ASPECTS!
Very little
Very little
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 Strip Wanted posters Story map.
Hot Seat.
Monster,
Vanishing
Cloze.

32. After-Reading activities
Freeze frames.
Phonic Families.
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 i ini
D
D
n
n
Pur
Pur
pos
pos
ee

35. Characteristics of Successful ER Programs

36. The Benefits of ER.

37. HOW DO WE ASSESS 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 reading should
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 to a 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 C and 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.