Teaching how to read

1. Teaching ReadingTeaching Reading
英四 A 郭曜源 410251893

2. Research on reading in a second languageResearch on reading in a second language
• By the 1970s, research on reading one’s L1 had been
flourishing for a couple of decades.
• Research on reading in an L2 was almost nonexistent
• Researcher : Goodman(1970)

3. 1.1. Bottom-up & top-down processingBottom-up & top-down processing

4. Bottom – up & Data-drivenBottom – up & Data-driven
• Recognize a multiplicity of linguistic
signals(letters,morphemes,syllables,wor
ds,phrases,etc.)and use their linguistic
data-processing mechanisms to impose
some sort of order on these signals.

5. Top-down & Conceptually drivenTop-down & Conceptually driven
• Draw on ourown intelligence and experience to
understand a text.

6. What is the best way to read?What is the best way to read?
• Combination of top-down and bottom-
up processing.
• Interactive reading, is almost always a
primary ingredient in successful
teaching methodology.

7. 2. Schema theory and background knowledge2. Schema theory and background knowledge
• How do readers construct meaning?
• Text does not by it self carry meaning.
• The reader brings information, knowledge,
emotion, experience, and culture.

8. 3. Teaching strategic reading3. Teaching strategic reading
• What do we focus on teaching reading?
• Precognitive strategies, cognitive
strategies, metacognitive strategies.
• Pre-reading, while-reading, post-
reading, follow-up strategies.

9. 4. Extensive Reading4. Extensive Reading
• Extensive reading is a key to student
gains in reading ability
- Linguistic competence
- Vocabulary
- Writing skill

10. 55. Reading rate, fluency, and automaticity. Reading rate, fluency, and automaticity
• Fluency is a combination of both reading rate and reading
comprehension
• Reading strategies: skimming/scanning
• Increasing reading fluency →Automaticity

11. 66. Focus on vocabulary. Focus on vocabulary
• Play an important role in the acquisition
of reading skill
• Strong relationship between vocabulary
and reading ability

12. 7. The Role of Affect and Culture7. The Role of Affect and Culture
• 1. The affective factors lead to ultimate success.
• 2. Language ego, self esteem, empathy, and motivation
undergird the acquisition of spoken discourse.
• 3. The “love” of reading.

13. 8.8. Second Language LiteracySecond Language Literacy
• 1. Teaching of adults
• 2. Five major issues

14. 1.Permanence1.Permanence
• “Spoken Language” is fleeting.
• “Written Language” is Permanent
• Again & again
Characteristics of written languageCharacteristics of written language

15. 2.Processing Time2.Processing Time
• Optimal reading rate
• L2 Learners
3.Distance3.Distance
• Written from somewhere in the world

16. 4.4. OrthographyOrthography
• 1. The morphological information
• 2. High-frequency words(of, to, do, done, was, etc.)

17. 5.Complexity5.Complexity
Writing and speech represent different modes of
complexity.
Spoken language tends to have shorter clauses.
Writing has longer clauses and more subordination.

18. a. Because of the frequent ambiguity that therefore is
present in a god deal of writing, readers must do their
best to infer, to interpret, and to “read between the
lines.”
b. There’s frequent ambiguity in a lot of writing. And
so, readers have to infer a lot. They also have to
interpret what they read. And sometimes they have
“read between the lines.”

19. 6.Vocabulary6.Vocabulary
The meaning of a good many unknown words can
be predicted from their context, and because
sometimes the over all meaning of a sentence or
paragraph is nevertheless still clear, learners should
refrain from the frequent use of a bilingual
dictionary.

20. 7.Formality7.Formality
Writing is more frequently more formal than speech.
Formality refers to prescribed forms that certain
written messages must adhere to.
The reason that you can both recognize a menu and
decide what to eat fairly quickly is that menus conform
to certain convention.
Things are categorized in logical order and
subcategorized.