1) Stephen Krashen argues that while the path of pain may lead to spiritual awakening faster, only the path of pleasure is effective for literacy and language development. Research supports the Pleasure Hypothesis that activities perceived as pleasant by students and teachers are beneficial for language and literacy growth.
2) Krashen presents evidence that reading is both a pleasant activity and an effective means of developing language and literacy skills. Surveys show adults and children enjoy reading for pleasure. Physiological measures indicate reading is arousing but then relaxing. Learners of a second language who find interesting reading material also find it pleasurable.
3) Studies of various types, including correlations and case histories, consistently show a relationship between
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor â writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
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It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor â writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
English 8 - Types of Reading (Intensive vs. Extensive)Juan Miguel Palero
Â
It is a powerpoint presentation that discusses about the lesson or topic: Types of Reading (Intensive vs. Extensive). It also includes the definition and types of Reading Styles.
A brief overview of types of reading.
TYPES OF READING
AN OVERVIEW OF READING SKILLS AND STRATEGIES
TWO MAIN READING CATEGORIES
âą A â ORAL
âą B â SILENT
âą 1. SKIMMING
âą 2. SCANNING
âą 3. INTENSIVE READING
âą 4. EXTENSIVE READING
SKIMMING
Skimming is used to quickly gather the most important information, or 'gist'. Run your eyes over the text, noting important information. Use skimming to quickly get up to speed on a current business situation. It's not essential to understand each word when skimming.
EXAMPLES OF SKIMMING
âą The Newspaper (quickly to get the general news of the day)
âą Magazines (quickly to discover which articles you would like to read in more detail)
âą Business and Travel Brochures (quickly to get informed)
SCANNING
Scanning is used to find a particular piece of information. Run your eyes over the text looking for the specific piece of information you need. Use scanning on schedules, meeting plans, etc. in order to find the specific details you require. If you see words or phrases that you don't understand, don't worry when scanning.
EXAMPLES OF SCANNING
âą The "What's on TV" section (itinerary) of your newspaper.
âą A train / airplane schedule
âą A conference guide
EXTENSIVE READING
Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. Do not worry if you understand each word.
EXAMPLES OF EXTENSIVE READING
âą The latest marketing strategy book
âą A novel you read before going to bed
âą Magazine articles that interest you
INTENSIVE READING
Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation. In this case, it is important that you understand each word, number or fact.
EXAMPLES OF INTENSIVE READING
âą A bookkeeping report
âą An insurance claim
âą A contract
RECAP
âą Skimming - Reading rapidly for the main points
âą Scanning - Reading rapidly through a text to find specific information required
âą Extensive - Reading longer texts, often for pleasure and for an overall understanding
âą Intensive - Reading shorter texts for detailed information with an emphasis on precise understanding
FINALLY A SHORT QUIZ
100+ Useful Words and Phrases to Write a Great Essay â ESL Buzz. Definition Essay Writing Tips [+Universal Guide] | Pro Essay Help. How to Write a Definition Essay: Outline, Thesis, Body, and Conclusion. 006 Sample Definition Essay Example ~ Thatsnotus. How to Write a Definition Essay (with Pictures) - wikiHow.
CHAPTER 14Psychology of Literacy and Literacy InstructionEstelaJeffery653
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CHAPTER 14
Psychology of Literacy and Literacy Instruction
MICHAEL PRESSLEY
333
EMERGENT LITERACY DURING
THE PRESCHOOL YEARS 334
Emergent Literacy 334
Phonemic Awareness 336
FIRST GRADE AND THE PRIMARY YEARS 337
Word Recognition 337
Teaching Primary-Level Students to
Sound Out Words 338
Reading Recovery 339
Studies of Exceptional Primary-Level Teachers 340
Summary 342
COMPREHENSION 343
Fluent Word Recognition 343
Vocabulary 343
Comprehension Strategies 343
Summary 344
WRITING 344
ENCOURAGING ADULT LITERACY 346
Basic, Word-Level Difficulties 346
Comprehension Difficulties 346
Writing Difficulties 347
Summary 348
CLOSING COMMENTS 348
REFERENCES 348
When first asked whether I could prepare a chapter summa-
rizing literacy research, my initial response was that the
request was impossible. What came to mind immediately
were the three volumes of the Handbook of Reading Re-
search (Barr, Kamil, Mosenthal, & Pearson, 1991; Kamil,
Mosenthal, Pearson, & Barr, 2000; Pearson, Barr, Kamil, &
Mosenthal, 1984), the most prominent compendiums of read-
ing research, which collectively include 3,000 pages to sum-
marize just reading research (although some writing research
found its way into those volumes).
Even more daunting than just the volume of research, how-
ever, is its diversity. From a methodological perspective, there
are experimental and correlational traditions in literacy studies.
In recent years, however, such traditional and quantitative ap-
proaches have been supplanted largely by more qualitative
methods, including ethnographies (Florio-Ruane & McVee,
2000), verbal protocol analyses (Afflerbach, 2000; Pressley &
Afflerbach, 1995), narrative approaches (Alvermann, 2000),
and single-subject designs (Neuman & McCormick, 2000).
Conceptually, literacy at one time was primarily seen from
a behavioral perspective, with such behaviorism yielding to
cognitivism in the 1970s and 1980s. Although there is still
much cognitive study of reading, sociocultural emphasis in
the field has been increasing, beginning in the 1990s and mov-
ing into the twenty-first century (Gaffney & Anderson, 2000).
Literacy is also a decidedly international field of study;
exciting ideas have come from Australia and New Zealand
(Wilkinson, Freebody, & Elkins, 2000), the United Kingdom
(Harrison, 2000), Latin America (Santana, 2000), and in-
creasingly from former Iron Curtain countries (Meredith &
Steele, 2000). Although much of literacy instruction has
been and remains focused on kindergarten through Grade 12
instruction, in recent decades a great deal of work has been
done on literacy development during the preschool years
(Yaden, Rowe, & McGillivray, 2000) as well as research ex-
tending into the college years (Flippo & Caverly, 2000) and
beyond (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Also,
there has been a clear shift away from thinking about literacy
as a development that occurs purely in the schools; it is now
conceived as more an acquisition that o ...
It's a Book Talk. It's a Literature Circle. It's a Reader.AlisonDDaniels
Â
An action research project for UMUC's EDTP 645 discussing aliteracy, book talks, and literature circles. This action research plan was conducted as part of a practicum with the Florida Virtual School.
Action research conducted as part of a MAT program. The research centers on overcoming aliteracy in middle school students using book talks, modeling, and the careful curation of a classroom library.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanâs Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderâs LMA Course, this piece examines the courseâs effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. YOUNG LEARNERS SIG SPRING ISSUE 20062
Stephen Krashen:
Pleasure Reading
My friends on the âspiritual pathâ tell me that there are two
paths to spiritual awakening: The path of pleasure and the
path of pain. Of the two, the path of pain is faster: Personal
suffering and tragedy often causes us to look beyond the
mundane concerns of our everyday life and consider larger
questions. The path of pleasure (e.g. meditation) also works,
but it is slower.
In literacy and language development, however, only the
path of pleasure works. Those who are committed to increasing
student suffering (for whatever reason) or who are committed
to self-flagellation, will be disappointed in the research results.
The research, in my view, points strongly in the direction of the
Pleasure Hypothesis: What is good for language development
and literacy development is perceived to be pleasant by the
acquirer and the teacher.
An important qualification is in order: The pleasure
hypothesis does not say that anything students enjoy is
beneficial, i.e., I am not saying âIf it feels good, it is good for
you.â
This was not true in the 1960âs and it is not true now. Rather,
I am saying something more conservative: If an activity is good
for language and literacy development, then the activity is
pleasurable.
I will present some support for the pleasure hypothesis in
the area of reading, evidence that reading is both pleasant and
efficient. In fact, reading appears to be both more pleasant
than competing methodologies, as well as more efficient.
Reading is Pleasant
Self-selected voluntary reading is so pleasant that readers
often report being addicted to it. W. Somerset Maugham,
quoted in Nell (1988), is clearly a reading addict: âConversation
after a time bores me, games tire me, and my own thoughts,
which we are told are the unfailing resource of a sensible man,
have a tendency to run dry. Then I fly to my book as the opium-
smoker to his pipe ...â (Nell, 1988, p.232).
In a review of surveys done between 1965 and 1985, Robinson
and Godbey (1997) confirm the pleasure of reading: Adult
Americans consistently rated reading as enjoyable. In their
1985 survey of 2,500 adults, book and magazine reading was
rated 8.3 out of 10 in enjoyment, compared to 7.5 for hobbies,
7.8 for television, and 7.2 for âconversations.â
In Nell (1988) pleasure readers were asked to read a book of
their own choice, while their heart rate, muscle activity, skin
potential, and respiration rate were measured; level of arousal
while reading was compared to arousal during other activities,
such as relaxing with eyes shut, listening to white noise, doing
mental arithmetic, and doing visualization activities. Nell found
that during reading, arousal was increased, as compared to
relaxation with eyes shut, but a clear drop in arousal was recorded
in the period just after reading, which for some measures reached
a level below the baseline (eyes-shut) condition.
The ability of reading to relax us may explain why bedtime
reading is so popular: It is arousing, but then it relaxes you.
Consistent with these findings are Nellâs results showing that
bedtime reading is popular. Of 26 pleasure readers he
interviewed, 24 read in bed every night or most nights.
Those who discover reading in a second language clearly
find it pleasant when they can find interesting and
comprehensible reading material. Kyung-Sook Cho (Cho and
Krashen, 1994, 1995a, 1995b) reported that adult ESL acquirers
in the US became dedicated and enthusiastic readers of Sweet
Valley High novels, written for teenage girls. Pilgreenâs high
school ESL students (Pilgreen and Krashen, 1993) were quite
positive about sustained silent reading (SSR): Of Pilgreenâs
subjects, 56% reported that they enjoyed SSR sessions âvery
much,â while 38% said they enjoyed them âsomeâ and only 7%
reported that they only enjoyed them a little.
What about children?
Conventional wisdom says that children like to read when
they are young and then lose interest. But Krashen and Von
Dr. Stephen Krashen is Professor Emeritus of Learning and Instruction at the University of
Southern California. He is an expert in the field of linguistics, specializing in theories of language
acquisition and development. Recently Dr. Krashenâs research has focused on reading and its
effects on language acquisition and academic success. In the late 1970s, Stephen Krashen began
promoting the ânatural approachâ to language teaching. He has published hundreds of books and
articles and has been invited to deliver over 500 lectures at universities throughout the United
States and the rest of the world. In the past five years, Stephen Krashen has fought to save whole
language and bilingual education in the United States and has been lobbying for ârecreational
readingâ and better stocked school libraries.
ylsig2006aprilis.p65 2007.01.11., 18:562
2. YOUNG LEARNERS SIG SPRING ISSUE 2006 3
Sprecken (2002) reviewed studies using reading attitude
surveys and concluded that contrary to popular opinion there
is no decline in interest in reading as children get older. Older
children and adolescents have more time pressure than younger
children do, and have other interests, but interest in reading
remains strong (see also Bintz 1993; Krashen, 2001).
EFL students: They like reading better
There is ample evidence that students participating in free
reading programs in school prefer free reading to traditional
language arts instruction (Krashen, 2004). The same appears
to be true for those reading in a second language.
McQuillan (1994) asked university level foreign and second
language students participating in recreational reading
programs this question: âGiven a choice between reading
popular literature and studying grammar, which would you
prefer to do?â Eighty percent (n = 39) said they would prefer
reading popular literature. Additional very positive reactions
to free reading from foreign language students are reported by
Rodrigo (1997) and Dupuy (1997, 1998).
A series of studies done by Kyung Sook Cho and her
colleagues confirmed that reading is more popular than
traditional instruction among children studying English as a
foreign language in Korea. We discuss these studies below.
Reading is effective
The effectiveness of self-selected recreational reading is very
well-established (Krashen, 2004). The strength of the research
rests on two impressive facts: Studies supporting reading have
been done in a variety of ways, using different methodologies,
and have been done with different kinds of subjects in different
situations.
Correlational studies
The power of reading has been confirmed using
âcorrelationalâ studies. These studies consistently show that
those who read more show more literacy development. I
reviewed a number of these studies in detail in Krashen (1988)
that relied on simple correlations. The results of such studies
are reassuring and consistent with the view that reading results
in language and literacy development, but of course correlation
is not causality; it is quite possible that those who read better,
as a result of more direct instruction in school, then go on to do
more recreational reading.
More recent studies in second language acquisition make
this interpretation less likely, and point to reading as the cause
of literacy development. These studies consistently report a
positive relationship between the amount of free reading done
and various aspects of second and foreign language
competence when the amount of formal instruction students
had is statistically controlled (Y.O. Lee, Krashen, and Gribbons,
1996; Stokes, Krashen and Kartchner , 1998; Constantino, S.Y.
Lee, K.S. Cho and Krashen, 1997; S. Y. Lee, 2005).
Case histories
Case histories provide convincing verification of the power
of reading. While not considered by some to be âscientific,â
they clearly are, because in many cases one can only attribute
gains in literacy and language development to recreational
reading; there are no plausible alternative explanations for the
obvious development that took place.
In Krashen (2004) I described a number of case histories,
including Malcolm X and Richard Wright, both of whom
achieved very high levels of literacy, and both of whom
attributed their literacy development to self-selected reading.
Case histories of successful second language speakers who
give reading the credit for their competence include Bishop
Desmond Tutu.
More recent reports include the Sweet Valley studies,
mentioned earlier (Cho and Krashen, 1994, 1995a, 1995b): Adult
second language acquirers made obvious and impressive
progress in English as a second language simply by reading
books from the Sweet Valley series, novels written for young
girls (Sweet Valley Kids, Sweet Valley Twins) and teenage girls
(Sweet Valley High). Subjects did not attend ESL classes; their
main source of English was the novels. All subjects had lived
in the US for a considerable amount of time before starting
their reading program, and had made little progress in English.
In-school free reading
Studies of in-school free reading are considered the gold
standard for demonstrating the effectiveness of recreational
reading, because they include a comparison group that engages
in traditional instruction while the experimental group does
free voluntary reading. There are slightly different models of
in-school free reading (sustained silent reading, self-selected
reading, extensive reading) but they all have this in common:
Students can read whatever they want to read (within reason)
and there is little or no accountability in the form of book reports
or grades.
In my reviews of the research on in-school free reading
(Krashen 2004), I have concluded that with very few exceptions,
students in these programs progress in reading at least as well
as those in comparison groups, and often do considerably
better. The most successful studies are those that last for
longer than one academic year. Short-term studies produce
positive but less spectacular results, most likely because it
usually takes readers some time to settle in and find suitable
reading material.
As noted above, the evidence comes from a wide variety of
situations. The bulk of the research deals with English as a
first language, but includes studies using children in elementary
school as well as teenagers (including juvenile delinquent boys
in reform school; Fader, 1976).
In addition to earlier studies (e.g. Elley and Mangubhai, 1985;
Mason and Krashen, 1997), a new wave of studies from Asia
confirms the power of reading for EFL students: In studies
done in Korea, children in EFL classes that included reading
interesting stores from the internet gained more in English than
comparisons did (Cho and Kim, 2004).
In another, EFL elementary school children did classroom
activities related to reading newspapers written for EFL
students. Nearly all those in the newspaper class voluntarily
read the newspapers in their free time at school, and the class
made significantly better gains in English than a comparison
group (Cho and Kim, 2005). In both studies, readers were more
enthusiastic about English than were comparison students in
traditional classes.
ylsig2006aprilis.p65 2007.01.11., 18:563