Teaching reading
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The document discusses promoting reading among students and provides principles and strategies for teaching reading. It recommends encouraging students to read often and extensively for pleasure and language improvement. Some suggested activities include establishing a classroom library, book clubs, scanning exercises, and having students respond to content rather than just focusing on construction. The document also analyzes the sequence of a sample reading lesson.
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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.
Teaching reading
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
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 strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
Listening skills teaching
Listening skills teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students. teaching writing
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 – 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.
Teaching Listening
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
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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.
Teaching reading
This slide presentation explains the problems and solutions of EFL / ESL reading classes. You can also find the theories of reading and reading skills in accordance with the Common Reference Levels.
Teaching reading
This document summarizes key concepts in reading instruction and literacy. It outlines 5 stages of reading development, approaches to reading like bottom-up and top-down, principles of effective reading instruction including strategy instruction, grouping students, and building positive attitudes. It emphasizes the importance of balanced instruction, consistent structure, appropriate texts, word study, independent reading, writing, small group sizes, and coordinating intervention with classroom instruction.
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 strategic reading
This document provides information on strategic reading instruction and comprehension strategies. It discusses the key tenets of strategic reading instruction, which are to teach reading strategies explicitly, guide students in using the strategies, especially struggling students, and coach students in their reading. It also outlines several common comprehension strategies used by effective readers, such as making connections, predicting, questioning, monitoring, visualizing, and summarizing. Finally, it proposes activities to teach these strategies in the classroom, including scanning questions, skimming modified texts, using context clues, and inference riddles.
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This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students. teaching writing
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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 – 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.
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This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
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This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
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This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
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This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
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This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
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The document discusses communication skills and provides tips for teaching listening skills to students. It recommends focusing on both specific details and the big picture when listening. When teaching listening, teachers should provide a motivating text related to students' interests and needs. Students prefer authentic listening texts. Teachers should teach students strategies for listening like looking for key words, nonverbal cues, predicting purpose, associating information with background knowledge, guessing meaning from context, seeking clarification, and listening for the general idea.
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Writing is a complex skill that requires the integration of cognitive, memory, linguistic, motor, and affective systems. It is difficult to teach because students must learn how to juggle all of these systems simultaneously. The writing process includes pre-writing, drafting, revising, editing, and publishing. Effective writing instruction models good writing, demonstrates writing strategies, provides practice and feedback, and scaffolds the writing process from simple to more complex tasks. Teaching writing helps students learn how to clearly present and defend their ideas.
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Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
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1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
Teaching Reading to English Language Learners
This document discusses strategies for teaching reading to English language learners. It covers the key components of reading: decoding, vocabulary, comprehension, and fluency. For decoding, it recommends explicitly teaching consonant blends, vowel combinations, spelling patterns, prefixes, suffixes, and sight words using activities like cloze passages and word sorting. Developing vocabulary involves teaching word roots and using flashcards, word maps, and games. Comprehension strategies include determining main ideas and details, summarizing, rereading, using prior knowledge, and analyzing point of view. The document advocates balancing top-down and bottom-up instruction using both whole texts and focused skills practice. It emphasizes starting instruction from what students already know to build their reading
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Workshop on teaching vocabulary to students in an EFL context in Colombia. Designed for public school teachers.
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This document outlines teaching writing and the writing process. It discusses what writing is, why it is important, types of writing, mechanics of writing, and writing as both a process and a product. The writing process includes planning, drafting, revising, editing, and publishing. Quick writing and assessing writing are also covered. Alternative methods for assessing and providing feedback on student writing are proposed, including selective correction, signposting, peer correction, and remedial teaching.
Assessing listening
This document discusses various aspects of assessing listening skills. It begins by distinguishing between hearing and listening, noting that listening involves understanding with purpose. It then outlines some common challenges in listening like low concentration, jumping ahead, and cultural differences. The document also describes different types of listening like intensive, responsive, selective, and extensive. It provides examples of assessment techniques for listening at different proficiency levels like cloze activities, dictation, and communicative pair/group tasks.
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The document discusses reading fluency and how to develop it. It defines reading fluency as the ability to read smoothly and at a reasonable rate while comprehending. Good reading fluency involves reading with speed, accuracy, and proper expression. The document also outlines different types of reading like skimming, scanning, extensive reading. It discusses the teacher's role in guided oral reading, shared reading, and other techniques. Finally, it provides guidelines for developing fluency such as beginning with appropriate texts for students and providing practice opportunities.
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This is a general presentation about teaching reading to EFL classes. It includes a summary of reading strategies and activities.
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Listening comprehension is an interactive process that involves both bottom-up and top-down processing. It depends on the listener's existing knowledge (schemas) to interpret what is heard. Traditionally, it was viewed as a linear bottom-up process, but it is now understood that both bottom-up and top-down processes interact. Key factors like text function, features, processing load, and oral language features contribute to difficulty. The listening lesson involves pre-listening, listening, and post-listening activities focused on perception or comprehension.
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This document summarizes several models of the reading process:
- The bottom-up model emphasizes decoding text in a linear fashion. The top-down model prioritizes meaning over structure and uses background knowledge. The interactive model combines bottom-up and top-down processes.
- Rumelhart's (1977) and Stanovich's (1980) models view reading as both a perceptual and cognitive process that depends on the reader's purpose, knowledge, and interaction with the text.
- Anderson and Pearson's (1983) schema-theoretic view focuses on how background knowledge stored in memory influences text comprehension.
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This document discusses techniques for teaching vocabulary, including:
1) It recommends using games like Bingo to motivate students to learn vocabulary.
2) It explains that mastering vocabulary is essential for learning a language.
3) It describes the procedure for playing Bingo to teach vocabulary, which involves students making Bingo boards, calling out words, and marking them off as they are learned.
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This is my presentation for the workshop on teaching writing techniques at schools and universities. The presentation includes worksheets as well.
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The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
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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.
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This document discusses reading skills and reading speed. It defines reading and describes the purpose and importance of reading skills, including acquiring knowledge and improving mental development. It also discusses factors that impact reading comprehension, such as prior knowledge and text complexity, and different types of reading like scanning and studying. The document then contrasts efficient and slow readers and provides tips for increasing reading speed, such as using speed reading techniques and software. Overall, the document provides an overview of reading skills, comprehension, and strategies for improving reading speed.
what is reading
Reading involves an interactive process between the reader and text where readers use their knowledge to construct meaning from words. Good reading skills can be developed through strategies like annotating text, making personal connections, understanding themes, setting goals, reading in portions, and allowing student choice. These tips can help students improve comprehension and engagement when reading.
Teaching reading
Teaching reading: a short description about: what it is? How you can teach reading? and some techniques that you can use.
Link to see the introductory video:
https://www.youtube.com/watch?v=cUoiZl-ep7E
Chapter 1.ppt
The document defines reading as an active process of communication between an author and reader that involves interpretation and understanding. It is a thinking process that depends on both the author's ability to convey meaning through words and the reader's ability to derive meaning. While humans were not born with the ability to read, the invention of reading a few thousand years ago rewired our brains and expanded our intellectual evolution. The document outlines different purposes for reading, such as for information, quick understanding, learning, integrating information, and evaluating information. Successful reading involves adjusting one's processing based on reading goals and purpose. Reading is described as a rapid, efficient, comprehending, interactive, strategic, flexible, purposeful, evaluative, and learning process.
Week 6th lecture of the bba first semester by saniah saleem rao
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In this lecture we learn basic four language skill, how to improve the language skill. When come to the effective reading skills, they must use into the office and other personal and professional life.Teaching the language skills
1. Reading is a complex skill that requires coordinating various sources of information to construct meaning from written texts.
2. There are different types of reading including extensive reading, which involves reading large quantities of material, and intensive reading, which involves close analysis of texts.
3. Strategies for improving reading comprehension include identifying the reading purpose, using decoding skills, skimming and scanning texts, analyzing vocabulary, distinguishing between literal and implied meanings, and understanding discourse markers.
Annotation Bookmarks: Supporting Active Reading in the Language Classroom
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Teaching reading
- 1. Teaching reading December 2010
- 3. Intensive reading Itisoftenteacher-chosen and directed. Itisdesignedtoenablestudentsspecificskills.
- 4. Extensivereading Usingthistheteacherencouragesthestudentstochooseforthemselveswhattheyread and to do so forpleasure and general languageimprovement.
- 5. Whatkind of reading are youpromotingamongyourstudents?
- 6. Reading activities Structureidentification Set up a roomlibrary Book clubs Scanningexercises Jigsawreading Vocabularyfinding Skimmingexercises Use simplifiedreaders Reader corners Articlereviewwriting
- 8. Principle 1 Encouragestudentstoread as often and as much as possible.
- 9. Principle 2 Studentsneedtobeengagedwithwhatthey are reading.
- 10. Principle 3 Encouragestudentstorespondtothecontent of a text, notjusttoconcentrateonitsconstruction
- 11. Principle 4 Predictionis a major factor in reading
- 12. Principle 5 Exploitreadingtextstothe full.
- 13. Analyzing a reading sequence 8 a. Thestudentsreadthetextagain in pairs. 5 b. Thestudentsreadthetexttofindoutwhatthetitle of thetextmeans. c. Theteacherasksthestudentstopredictwhatthetitle of thetext means. 4 d. Theteachercheckstheanswertothefirstcomprehensiontask. 6 e. Theteacher shows students a picture of JK Rowling. 1 f. Theteachertellsthestudentstoreadthetextagain in more detail. 7 g. Theteacherasksstudentstosaywhattheyknowabout JK Rowling. 2 h. Theteacherholds up a photocopy of thetextthestudents are going toread. 3 i. Theteachergoesthroughtheanswerswithstudents. 9
- 14. The auction