Ms. Vickie Connolly (DFRL) and Ms. Constance A. Leonard he Literacy Coalition Mini Conference at Red Rocks Community College on April 11, 2014. Interacting with Texts for both Native and Non-Native Speakers of English This session offers practical techniques for instructors to help their students improve their reading skills. Decoding texts that are culturally specific can be a daunting task for not only second language students, but for all students. By using several popular young adult novels (Seedfolks by Paul Fleischman, The Wave by Todd Strasser, Tunes for Bears to Dance To by Robert Cormier, The Lilies of the Field by William E. Barrett, The Pearl by John Steinbeck, and Anthem by Ayn Rand), the presenter will offer participants practical techniques to use in the classroom such as previewing, the traits of good readers, and vocabulary development. Schema building will be explored through activities aimed at the interaction of the “top down” and “bottom up” approach to comprehending texts. Participants will leave the session with a sample syllabus, some new activities, their current reading rate, and a checklist for better reading. (S. Krahsen, 1982; D.E. Eskey, 2002; J.M. Swales, 1990) The views expressed in this presentation are those of the presenters and not necessarily those of the U.S. Air Force Academy, the U.S. Air Force, The Department of Defense, or the U.S. Government.

1. Interacting with Texts for both
Native and Non-Native Speakers of English
Vickie Connolly
Constance Leonard
United States Air Force Academy
2014 Annual Mini-Conference
April 11 & 12, 2014
Red Rocks Community College

2. The last book you read for pleasure?
Connie
Cold Heart By Gunnar Staalesen
Vickie
Loving Frank by Nancy Horan

3. Reading Enhancement Course
Rate
Clustering, Pacing, Pushing
Comprehension & Recall
Previewing, Visualizing, Summarizing

4. English for Academic Purposes Course
Prepare internationals for U.S. Academics & Freshman English
Diversity at USAFA
80% male and 20% female
23% minorities
1.5% international
Brunei, Canada, Ecuador, El
Salvador, France, Gabon, Georgia, Germany, Iraq, Japan, Jordan, Kazakhstan, Korea
, Lebanon, Lithuania, Malaysia, Moldova, Nigeria, Pakistan, Peru, Philippines, Rom
ania, Rwanda, Senegal, Singapore, South Africa,
Sri Lanka, Taiwan, Thailand, The Gambia, Tunisia
16% First generation college
6% language other than English at home

5. “Language acquisition proceeds best
when the input is not just
comprehensible, but really interesting,
even compelling; so interesting that you
forget you are listening to or reading
another language.”
Stephen Krashen

6. IT’S ALL ABOUT THE BOOK

7. Activity One
What is reading?
Activity Two
What are the traits of a good reader?

9. Previewing: Step One
 Looking at the title, what do you predict the book will
be about?
 What information do you get from the front and back
covers?
 When was the book published?
 Are there any visual clues in the book?

10. Previewing: Step Two
Review two to three five-page sections of the novel
at 5 seconds per page.
Look for names of characters, where and when the
story takes place, and any events, words, or
phrases that may seem significant.

17. Activity Three
What is your reading speed and why does
it matter?

18. Mikulecky, 2008)

19. Bottom-up: Vocabulary & Culture
Local Color
third floor piazza
tenement
corner market
three-decker

20. piazza
three-decker
(triple-decker)
tenement

21. Corner Market

22. Bottom-up: Vocabulary & Culture
Racial Epithets
“Jack Antonelli’s a greaseball,” Mr.
Hairston said.
“Look at him Selsky. A kike. Charges too
high for his goods.”
“There goes Mrs. O’Brien. An Irisher.
Nine kids.”

23. Top-down: Prior Knowledge