Sanan shero . Teaching Reading Skills
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This document outlines a seminar on teaching reading skills. It begins with objectives to understand the role of reading, types of reading, reading strategies and skills, and activities. It then defines reading using various examples. It describes types of reading and lists common reading strategies like scanning and skimming. It also identifies different reading skills and compares traditional and efficient readers. Suggested reading activities are discussed before concluding and citing references.
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Principles for teaching reading
This document outlines eight principles for teaching reading: 1) exploit background knowledge, 2) build a strong vocabulary, 3) teach for comprehension, 4) work on increasing reading rate, 5) teach reading strategies, 6) encourage transforming strategies into skills, 7) build assessment into teaching, and 8) strive for continuous improvement. Key aspects include using prior knowledge to aid comprehension, focusing on terminology over general vocabulary, teaching authors' intent, focusing on fluency not speed, creative use of multiple strategies, automatic use of strategies as skills, both formal and informal assessment, and ongoing professional development.
Teaching Reading Skills
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Reading as a Skill
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
Reading skill
The authors also differ in some ways. Harmer views reading as a way to enhance speaking and writing, while Nunan believes these skills are best taught separately. Additionally, their goals for reading comprehension instruction vary, with Harmer focusing on engagement, Nunan
Reading techniques
The document discusses different types of reading and strategies for effective reading. It outlines various reading techniques including reading for enjoyment, overview reading, revision reading, search reading, and critical reading. It also describes the SQ3R method which involves surveying material, generating questions, reading actively, recalling information, and reviewing content. Flexibility in reading approach and adapting speed based on material is emphasized. Developing efficient reading skills is important for university students with limited time.
Reading comprehension
This document provides background information and strategies for improving reading comprehension. It discusses the differences between good and poor readers, reasons for lack of comprehension, and troubleshooting tips. Specific strategies are organized around increasing interest and concentration, vocabulary, and understanding organization. The document emphasizes that readers should identify causes of lack of understanding and use appropriate strategies, such as previewing, self-monitoring, and summarizing.
TEACHING READING
The document discusses two types of reading: extensive reading and intensive reading. Extensive reading involves reading large amounts of material for pleasure and general understanding, while intensive reading focuses more on linguistic elements and involves close analysis of texts. Successful readers use various strategies like recognizing words quickly, using context clues, and monitoring comprehension. There are two approaches to reading: bottom-up processing which involves recognizing linguistic elements, and top-down processing which uses background knowledge. Activating schema through activities like predicting and mapping helps readers make sense of new texts. Effective reading tasks involve interacting with authentic texts, representing information visually, and discussing alternative interpretations critically.
Reading strategies
The document discusses two reading strategies:
1. The bottom-up model focuses on decoding letters and sounds to understand meaning.
2. The top-down model involves using background knowledge to predict upcoming text.
It also describes methods for teaching reading to different age groups, including using pictures, familiar words, whole sentences, and texts in the child's native language. Different reading materials and introducing new books are discussed as well.
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Principles for teaching reading
This document outlines eight principles for teaching reading: 1) exploit background knowledge, 2) build a strong vocabulary, 3) teach for comprehension, 4) work on increasing reading rate, 5) teach reading strategies, 6) encourage transforming strategies into skills, 7) build assessment into teaching, and 8) strive for continuous improvement. Key aspects include using prior knowledge to aid comprehension, focusing on terminology over general vocabulary, teaching authors' intent, focusing on fluency not speed, creative use of multiple strategies, automatic use of strategies as skills, both formal and informal assessment, and ongoing professional development.
Teaching Reading Skills
This document discusses reading skills and comprehension. It defines reading as using vision to interpret symbols according to Dechant. Reading comprehension refers to understanding the author's message by cognitively processing words using experience and knowledge. There are bottom-up and top-down approaches to reading, where bottom-up focuses on linguistic elements and top-down uses background knowledge. Schema theory holds that past experiences create mental frameworks to understand new information. The document then lists microskills for reading comprehension and strategies for activating schema when reading.
Reading as a Skill
This document discusses effective reading strategies and activities for language learners. It emphasizes that reading should be an interactive and engaging skill where students are encouraged to respond to and discuss what they read. It also highlights several important reading strategies like skimming, scanning, predicting, and extensive reading. The document concludes that reading provides opportunities to improve students' language skills while stimulating discussion.
Reading skill
The authors also differ in some ways. Harmer views reading as a way to enhance speaking and writing, while Nunan believes these skills are best taught separately. Additionally, their goals for reading comprehension instruction vary, with Harmer focusing on engagement, Nunan
Reading techniques
The document discusses different types of reading and strategies for effective reading. It outlines various reading techniques including reading for enjoyment, overview reading, revision reading, search reading, and critical reading. It also describes the SQ3R method which involves surveying material, generating questions, reading actively, recalling information, and reviewing content. Flexibility in reading approach and adapting speed based on material is emphasized. Developing efficient reading skills is important for university students with limited time.
Reading comprehension
This document provides background information and strategies for improving reading comprehension. It discusses the differences between good and poor readers, reasons for lack of comprehension, and troubleshooting tips. Specific strategies are organized around increasing interest and concentration, vocabulary, and understanding organization. The document emphasizes that readers should identify causes of lack of understanding and use appropriate strategies, such as previewing, self-monitoring, and summarizing.
TEACHING READING
The document discusses two types of reading: extensive reading and intensive reading. Extensive reading involves reading large amounts of material for pleasure and general understanding, while intensive reading focuses more on linguistic elements and involves close analysis of texts. Successful readers use various strategies like recognizing words quickly, using context clues, and monitoring comprehension. There are two approaches to reading: bottom-up processing which involves recognizing linguistic elements, and top-down processing which uses background knowledge. Activating schema through activities like predicting and mapping helps readers make sense of new texts. Effective reading tasks involve interacting with authentic texts, representing information visually, and discussing alternative interpretations critically.
Reading strategies
The document discusses two reading strategies:
1. The bottom-up model focuses on decoding letters and sounds to understand meaning.
2. The top-down model involves using background knowledge to predict upcoming text.
It also describes methods for teaching reading to different age groups, including using pictures, familiar words, whole sentences, and texts in the child's native language. Different reading materials and introducing new books are discussed as well.
Purposes of-reading
The document discusses the various purposes of reading, including to search for simple information, skim quickly, learn from texts, integrate information, write, critique texts, and for general comprehension. It also discusses reading strategies such as specifying a purpose, planning steps, previewing, predicting, checking comprehension, and connecting ideas. Finally, it examines models of reading including bottom-up, top-down, and interactive models as well as specific models like the Psycholinguistic Guessing Game Model and Interactive Compensatory Model.
Reading in a second language (1)
The document discusses several topics related to reading in a second language including:
1. Bottom-up and top-down models of the reading process where bottom-up involves processing letters and words in order, and top-down uses background knowledge to get meaning from a text.
2. Effective means for building reading fluency like extensive reading, word recognition exercises, and re-reading activities. Extensive reading provides repeated exposure to vocabulary.
3. Skilled readers need mastery of 95% of words in a text for comfortable reading. Context alone is a low-yield strategy for guessing meanings compared to knowing words directly.
4. University L2 readers need knowledge of 10,000 words to understand
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.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Theories in reading instruction report
The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.
Interactive Reading Model
A power point presentation on the Interactive Reading Model I created while team leading a group of graduate students from the University of Dayton.
Reading as skill
The document discusses various reading skills and subskills, including word recognition, reading comprehension, and word identification. It then outlines Grace Godell's 16-step reading skills ladder, which progresses from basic sight words to using reference materials and online resources. Each step is then defined in more detail, covering topics like contextual clues, vocabulary building, identifying the main idea and supporting details, drawing conclusions, and using different parts of books like the table of contents and index. The overall document provides an overview of important reading skills and how they build upon one another to improve comprehension.
Teaching Reading Skills
This document discusses teaching reading skills to second language learners. It begins by explaining that reading is an essential part of language learning as it is the basis for using textbooks, writing, and developing other skills. There are two main types of reading: extensive reading aims to gain a general overview, while intensive reading involves careful analysis of sections. Effective reading instruction should help students develop literacy behaviors expected in the target language by employing various reading skills and strategies. These include previewing, predicting, identifying main ideas, making inferences, and adjusting reading speed based on purpose. The document emphasizes the importance of extensive reading to develop positive reading habits and increase fluency.
Intro To Comprehension
This document discusses key aspects of reading comprehension including reader competencies, dimensions of text, elements of comprehension, strategies good readers use, specific comprehension strategies, comprehension instruction, reader response, and instruction for English language learners. It notes that comprehension depends on decoding skills, fluency, vocabulary, knowledge, and strategies. It describes the content, genre, structure, language, quality and complexity of texts as well as activities, purposes, processes, and social contexts involved in comprehension. Specific strategies discussed include recognizing text structure, predicting, monitoring, connecting to background knowledge, asking and answering questions, and summarizing.
Reading techniques
This document discusses various reading techniques: skimming to get an overview of a text, scanning to locate specific information, and detailed reading to understand instructions or other texts. It also discusses intensive reading, where the reader analyzes vocabulary, grammar and rhetorical devices, and extensive reading, which involves reading larger volumes to improve reading ability and enjoyment. The goal is to provide an overview of strategies for effective reading.
Session on reading
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
Chapter 1 Teaching Reading in Today's Elementary Schools- Roe, Smith
- Teaching reading is challenging as teachers must prepare students for standardized tests, use research-based methods, work with technology, and address a diverse population of students.
- Reading is vital for functioning in society as everyday tasks involve reading menus, signs, etc. Teachers can demonstrate this importance through examples relevant to their grade level.
- Reading involves many complex cognitive processes including perceiving symbols, thinking, making connections to background knowledge, and integrating information. Teachers must support all of these processes.
English Ppt
The document discusses various topics related to reading including:
- Types of reading like skimming, speed reading, and subvocalized reading
- The cognitive process of reading including decoding, using context cues, and activating prior knowledge
- Different methods of teaching reading like phonics and whole language approaches
- Effective reading strategies like scanning, skimming, guessing meanings from context, and identifying the purpose of reading
- Factors that affect reading like permanence, processing time, distance, orthography, complexity, vocabulary, and formality
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.
Teaching Reading
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
Intensive Reading: Methods and Strategies
This document discusses intensive reading, which focuses on analyzing grammar, vocabulary, and other linguistic features of short texts. Intensive reading uses close analysis of texts to determine what language features should be taught. It compares intensive and extensive reading, noting intensive reading uses shorter texts and more complex post-reading activities. The document provides examples of good intensive reading exercises and comprehension questions, and recommends strategies for teaching vocabulary, grammar, cohesion and reading skills through intensive reading.
The psychology of reading
The document discusses various theories and models of the psychology of reading. It describes the bottom-up, top-down, interactive, and metacognitive models of reading. The bottom-up model views reading as a linear process of decoding letters into words. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model sees reading as using both bottom-up and top-down processes simultaneously. The metacognitive model focuses on readers' thinking about their own reading processes. The document also discusses schema theory and several other specific theories and researchers that have contributed to the understanding of reading psychology.
Direct Teaching Reading Strategy
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
Reading skills
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
YASHCHAUHAN_016_PRODA_ICS_READINGSKILLS
The document provides guidance on developing reading skills. It discusses eliciting types of real-life reading, characteristics of real-life listening, and factors affecting reading. It also covers identifying text types, suggested reading activities, and tips for designing reading tasks. Effective reading strategies are outlined, such as having a purpose, reading phrases instead of words, and using context clues. The document also discusses reading skills, ways of reading like skimming and scanning, and designing accessible and engaging reading comprehension exercises.
Teaching Reading Extensive vs intensive reading, and reading sequence
This document discusses teaching reading strategies, including extensive and intensive reading. Extensive reading involves rapidly reading large amounts of material for general understanding, while intensive reading involves reading shorter texts in detail to develop specific skills. The roles of the teacher in each type of reading are also described. Finally, reading sequences are proposed as a strategy that involves multiple language skills, such as speaking, reading, and writing, to give students practice with skills like skimming and scanning.
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Purposes of-reading
The document discusses the various purposes of reading, including to search for simple information, skim quickly, learn from texts, integrate information, write, critique texts, and for general comprehension. It also discusses reading strategies such as specifying a purpose, planning steps, previewing, predicting, checking comprehension, and connecting ideas. Finally, it examines models of reading including bottom-up, top-down, and interactive models as well as specific models like the Psycholinguistic Guessing Game Model and Interactive Compensatory Model.
Reading in a second language (1)
The document discusses several topics related to reading in a second language including:
1. Bottom-up and top-down models of the reading process where bottom-up involves processing letters and words in order, and top-down uses background knowledge to get meaning from a text.
2. Effective means for building reading fluency like extensive reading, word recognition exercises, and re-reading activities. Extensive reading provides repeated exposure to vocabulary.
3. Skilled readers need mastery of 95% of words in a text for comfortable reading. Context alone is a low-yield strategy for guessing meanings compared to knowing words directly.
4. University L2 readers need knowledge of 10,000 words to understand
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.
Teaching reading 1
The document discusses various aspects of the reading process including top-down and bottom-up approaches, the role of schema and background knowledge, and reading strategies and skills. It provides definitions and examples from multiple sources on topics such as reading comprehension, extensive and intensive reading, and developing reading ability through decoding, vocabulary knowledge, and use of strategies.
Theories in reading instruction report
The document discusses three models of reading instruction: bottom-up, top-down, and interactive. The bottom-up model emphasizes decoding letters and words before comprehending text. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model views reading as an interaction between bottom-up and top-down processes occurring simultaneously. Researchers described support different aspects of each model, with the interactive model attempting to incorporate the strengths of both bottom-up and top-down approaches.
Interactive Reading Model
A power point presentation on the Interactive Reading Model I created while team leading a group of graduate students from the University of Dayton.
Reading as skill
The document discusses various reading skills and subskills, including word recognition, reading comprehension, and word identification. It then outlines Grace Godell's 16-step reading skills ladder, which progresses from basic sight words to using reference materials and online resources. Each step is then defined in more detail, covering topics like contextual clues, vocabulary building, identifying the main idea and supporting details, drawing conclusions, and using different parts of books like the table of contents and index. The overall document provides an overview of important reading skills and how they build upon one another to improve comprehension.
Teaching Reading Skills
This document discusses teaching reading skills to second language learners. It begins by explaining that reading is an essential part of language learning as it is the basis for using textbooks, writing, and developing other skills. There are two main types of reading: extensive reading aims to gain a general overview, while intensive reading involves careful analysis of sections. Effective reading instruction should help students develop literacy behaviors expected in the target language by employing various reading skills and strategies. These include previewing, predicting, identifying main ideas, making inferences, and adjusting reading speed based on purpose. The document emphasizes the importance of extensive reading to develop positive reading habits and increase fluency.
Intro To Comprehension
This document discusses key aspects of reading comprehension including reader competencies, dimensions of text, elements of comprehension, strategies good readers use, specific comprehension strategies, comprehension instruction, reader response, and instruction for English language learners. It notes that comprehension depends on decoding skills, fluency, vocabulary, knowledge, and strategies. It describes the content, genre, structure, language, quality and complexity of texts as well as activities, purposes, processes, and social contexts involved in comprehension. Specific strategies discussed include recognizing text structure, predicting, monitoring, connecting to background knowledge, asking and answering questions, and summarizing.
Reading techniques
This document discusses various reading techniques: skimming to get an overview of a text, scanning to locate specific information, and detailed reading to understand instructions or other texts. It also discusses intensive reading, where the reader analyzes vocabulary, grammar and rhetorical devices, and extensive reading, which involves reading larger volumes to improve reading ability and enjoyment. The goal is to provide an overview of strategies for effective reading.
Session on reading
This document outlines strategies for improving reading skills at the primary level. It defines reading as a multifaceted process involving word recognition, comprehension, and fluency. The importance of reading is discussed, including to get information, develop understanding, and for pleasure. Different types of reading are described such as independent, guided, and shared reading. The document then provides several strategies teachers can use to improve students' reading abilities, including modeling reading, using before, during, and after reading activities, and developing oral language and vocabulary skills.
Teaching reading
This document discusses areas of research in second language reading including bottom-up and top-down processing approaches, the role of schema theory and background knowledge, teaching strategic reading, extensive reading, reading fluency, the focus on vocabulary, and the role of affect and culture. It also covers genres of written language, characteristics of written texts, macro- and micro-reading skills, strategies for reading comprehension, types of classroom reading performance, principles for teaching reading skills, and assessing reading ability.
Chapter 1 Teaching Reading in Today's Elementary Schools- Roe, Smith
- Teaching reading is challenging as teachers must prepare students for standardized tests, use research-based methods, work with technology, and address a diverse population of students.
- Reading is vital for functioning in society as everyday tasks involve reading menus, signs, etc. Teachers can demonstrate this importance through examples relevant to their grade level.
- Reading involves many complex cognitive processes including perceiving symbols, thinking, making connections to background knowledge, and integrating information. Teachers must support all of these processes.
English Ppt
The document discusses various topics related to reading including:
- Types of reading like skimming, speed reading, and subvocalized reading
- The cognitive process of reading including decoding, using context cues, and activating prior knowledge
- Different methods of teaching reading like phonics and whole language approaches
- Effective reading strategies like scanning, skimming, guessing meanings from context, and identifying the purpose of reading
- Factors that affect reading like permanence, processing time, distance, orthography, complexity, vocabulary, and formality
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.
Teaching Reading
This document discusses strategies for teaching reading as a second language. It covers research areas like bottom-up and top-down processing, schema theory, and the role of affect and culture. It also discusses types of written language, characteristics of written text like permanence and complexity, and strategies to improve reading comprehension such as identifying purpose, scanning for information, and analyzing vocabulary. The document concludes with principles for designing interactive reading techniques, including using intrinsically motivating texts and including both bottom-up and top-down approaches.
Intensive Reading: Methods and Strategies
This document discusses intensive reading, which focuses on analyzing grammar, vocabulary, and other linguistic features of short texts. Intensive reading uses close analysis of texts to determine what language features should be taught. It compares intensive and extensive reading, noting intensive reading uses shorter texts and more complex post-reading activities. The document provides examples of good intensive reading exercises and comprehension questions, and recommends strategies for teaching vocabulary, grammar, cohesion and reading skills through intensive reading.
The psychology of reading
The document discusses various theories and models of the psychology of reading. It describes the bottom-up, top-down, interactive, and metacognitive models of reading. The bottom-up model views reading as a linear process of decoding letters into words. The top-down model emphasizes using context and prior knowledge to understand text. The interactive model sees reading as using both bottom-up and top-down processes simultaneously. The metacognitive model focuses on readers' thinking about their own reading processes. The document also discusses schema theory and several other specific theories and researchers that have contributed to the understanding of reading psychology.
Direct Teaching Reading Strategy
DRTA (Directed Reading Thinking Activity) is a reading strategy that encourages students to make predictions while reading a text. As students read in segments, they stop at predetermined points to confirm or revise their predictions about what will come next based on the text. The purposes of DRTA are to activate students' prior knowledge, encourage monitoring of comprehension, and set a purpose for reading by having students read to confirm or revise their predictions. To implement DRTA, a teacher chooses a text, activates students' background knowledge, has students make initial predictions, has them read segments and then confirm or revise predictions, and asks questions to promote thinking and discussion.
Reading skills
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
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Chapter 1 Teaching Reading in Today's Elementary Schools- Roe, Smith
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YASHCHAUHAN_016_PRODA_ICS_READINGSKILLS
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This document discusses teaching reading strategies, including extensive and intensive reading. Extensive reading involves rapidly reading large amounts of material for general understanding, while intensive reading involves reading shorter texts in detail to develop specific skills. The roles of the teacher in each type of reading are also described. Finally, reading sequences are proposed as a strategy that involves multiple language skills, such as speaking, reading, and writing, to give students practice with skills like skimming and scanning.
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Liberty UniversityEDUC 632 Language Acquisiton and Instruction.docx
Liberty University
EDUC 632 Language Acquisiton and Instruction
Vocabulary Chart
1. Aesthetic Listening
2. Antonym
3. Basic Interpersonal Communication Skills
4. Bound Morpheme
5. Cognitive Academic Language Proficiency
6. Close Reading
7. Conventions
8. Constructivism
9. Critical Listening
10. Dialogue Journal
11. Discriminative Listening
12. Double-entry journal
13. D’nealian
14. Efferent Listening
15. Emergent Literacy
16. English Language Learners
17. Environmental Print
18. Etymology
19. Free Morpheme
20. Grand Conversation
21. Homonym
22. Idiom
23. Language Experience Approach
24. Learning Log
25. Listening
26. Literacy
27. Literature Circles
28. Phonemic Awareness
29. Phonetics
30. Phonics
31. Phonology
32. Phonological Awareness
33. Pragmatics
34. Reading Log
35. Response to Intervention
36. Semantics
37. Simulated Journals
38. Synonym
39. Syntax
40. Talking
41. Thematic Unit
42. Visual Literacy
43. Viewing
44. Visually Representing
45. Voice
46. Word Choice
47. Word Wall
48. Writing Traits
49. Zaner-Bloser
50. Zone of Proximal Development
Vocabulary Assignment
Pamela Campbell
February 3, 2017
EDUC 632 Liberty University
There is more to language and word understanding than just being able to read a word. Knowledge of words is a multi-faceted approach that takes many years to develop. Vocabulary should be included as part of the classroom instruction each and every day. There are unlimited strategies and techniques to teach children Vocabulary. Students come to preschool and Kindergarten classrooms with varying degrees of both basic interpersonal communication skills and cognitive academic language proficiency. The language and vocabulary that the child has learned up to this point has been taught and developed by parents or preschool environments. As a teacher, your role is to expand their language and make their cognitive academic language proficiency strong. Discussed in this paper are 5 different strategies or methods that can be used to teach vocabulary and vocabulary lessons. With definite planning by the teacher with an understanding of the different methods, teaching vocabulary can be more than the standard process of copying definitions from a dictionary and then writing a sentence.
Method #1 Developing a Thematic Unit
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Sanan shero . Teaching Reading Skills
- 1. Teaching Reading Skills Sanan Shero Malo PhD in Applied Linguistics Dept. of English Language Faculty of Humanities Universiy of Zakho August 2019
- 2. 1.Objectives 2. Definition of Reading 3. Types of Reading 4. Reading strategies 5. Types of Reading Skills 6.Suggested Activities for Teaching Reading 7. Conclusion 8. References Outlines
- 3. 1. Objectives By the end of this seminar, the attendees will be able to know about: 1. The role of reading in everyday life 2. Types of reading 3. Reading strategies and skills 4. Some activities for teaching reading skills
- 4. 2. Definition of Reading
- 5. Views of Reading ( Nuttal, 1996:4-7)
- 6. labels on medicine bottles stories Text messages catalogues proverbs names questions emails tittles notices diaries Car speed gauge shopping lists street maps telephone directory names of places Movies subtitles 3. Types of Reading
- 7. 4. Reading Strategies ( Nuttal, 1996:16-17) Scanning:Bottom-up Approach Skimming: Top-down Approach
- 8. 5. Types of Reading Skills Traditional way of reading! Reading a passage, then focusing on items of grammar and vocabulary, which then to be developed during the unit. Efficient Readers Access content more easily by changing reading speed according to text Guessing or inferring meaning from context They think ahead by predicting outcomes Using background knowledge to understand the meaning Motivated to read the text, as they see it as a challenge, and the text has a purpose. Switching reading strategy according to the type of text they read.
- 9. 1. Skimming / Identifying main ideas 2. Distinguishing facts from opinions 3. Inferencing 4. Supporting main ideas 5. Recognizing sentence transitions 6. Recognizing sources 7. Recognizing diverse points of view 8. Scanning for specific information 9. Following a story line 10. Recognizing paragraph transition 11. Recognizing analogies 12. Recognizing scenarios Other Skills
- 10. Students read the text, then they ask each other if they liked it and why or what they agree with or didn’t The text is presented as a reading puzzle. It is cut up into different paragraphs and given to the students in random order
- 11. 7.Conclusion
- 12. References Bernard, J. &Lee, L. (2004). Select Readings. upperIntermediate. Mcdonough,J. Shaw, Ch. & Masuhara, H.(2013).Materials and Methods in ELT. Harmer, J.(2012). Essential Teacher Knowledge: Core Concepts in English Language Teaching. Nuttal,Ch. (1996). Teaching reading Skills in Foreign Language.