Teaching reading comprehension to esl
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This document discusses teaching reading comprehension to ESL/EFL learners. It defines reading as involving automatic recognition skills, vocabulary, background knowledge, discourse structure knowledge, and evaluation skills. It describes bottom-up and top-extensive reading as reading for general understanding while intensive reading focuses on close analysis. The importance of teaching reading is to develop independent readers, language knowledge, schema, reading style adaptation, text structure awareness, and critical thinking. The key to comprehension is meaningful content, text choice, interesting topics. Pre, while and post reading activities should be used. Challenges include vocabulary, background knowledge, and differences between languages.
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This document discusses improving reading comprehension for ESL learners online. It notes that second language readers face more challenges than first language readers due to limited linguistic knowledge and differences in cultural/social knowledge. The document reviews theories on top-down and bottom-up reading processes and the interactive approach. It also discusses strategies for teaching reading comprehension, including activating prior knowledge, allowing for sustained silent reading, and using visual representations and group discussions after reading.
Types of reading
The document discusses different types of reading activities used in language classrooms, including intensive reading, extensive reading, skimming, and scanning. Intensive reading involves carefully analyzing details like grammar and vocabulary to build language knowledge. Extensive reading focuses on understanding overall meaning when reading large quantities. Skimming allows getting the general idea of a passage quickly, while scanning specifically locates needed information.
Reading comprehension conference
This document discusses strategies for improving reading comprehension skills among students. It notes that students often dislike reading because texts are too difficult, containing unfamiliar vocabulary and topics. It recommends selecting age-appropriate texts with images to provide context and engaging topics. The document outlines different types of reading activities - oral, intensive, and extensive reading - and their benefits and limitations. It also presents reading strategies like skimming, scanning, and reading for details. Stages of reading are described including pre-reading, while-reading, and post-reading activities. Suggestions are made to motivate students through choice, a classroom library, and having the teacher read as a role model.
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
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
Reading
The document discusses several key aspects of teaching reading:
1. It identifies different purposes of reading (e.g. for survival, learning, pleasure) and criteria for selecting reading materials, such as texts that promote language learning and offer interesting content.
2. The teacher's role is to choose appropriate texts for students, provide pre-reading activities, and assess comprehension, while students should independently make sense of texts.
3. When testing reading, teachers should evaluate students' comprehension and strategy use, while accounting for their language proficiency and other individual factors.
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Shared Reading is an effective way to teach ESL students reading strategies. This presentation describes ways to make shared reading a valuable tool in teaching reading to ESL students.
Come, Let's Read with a Purpose
Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
Recommended
Improving Reading
This document discusses improving reading comprehension for ESL learners online. It notes that second language readers face more challenges than first language readers due to limited linguistic knowledge and differences in cultural/social knowledge. The document reviews theories on top-down and bottom-up reading processes and the interactive approach. It also discusses strategies for teaching reading comprehension, including activating prior knowledge, allowing for sustained silent reading, and using visual representations and group discussions after reading.
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The document discusses different types of reading activities used in language classrooms, including intensive reading, extensive reading, skimming, and scanning. Intensive reading involves carefully analyzing details like grammar and vocabulary to build language knowledge. Extensive reading focuses on understanding overall meaning when reading large quantities. Skimming allows getting the general idea of a passage quickly, while scanning specifically locates needed information.
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This document discusses strategies for improving reading comprehension skills among students. It notes that students often dislike reading because texts are too difficult, containing unfamiliar vocabulary and topics. It recommends selecting age-appropriate texts with images to provide context and engaging topics. The document outlines different types of reading activities - oral, intensive, and extensive reading - and their benefits and limitations. It also presents reading strategies like skimming, scanning, and reading for details. Stages of reading are described including pre-reading, while-reading, and post-reading activities. Suggestions are made to motivate students through choice, a classroom library, and having the teacher read as a role model.
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
Reading comprehension
1. The document discusses comprehension, which is defined as a passage used to test students' ability to understand content and infer meanings.
2. It describes three levels of comprehension: literal, interpretive, and applied. Literal involves facts and details, interpretive involves inferences and reading between lines, and applied involves analysis and synthesis.
3. The document emphasizes the importance of comprehension for academic and professional success, as it allows students to construct meaning from text, master complex concepts, and accurately interpret written information.
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The document discusses several key aspects of teaching reading:
1. It identifies different purposes of reading (e.g. for survival, learning, pleasure) and criteria for selecting reading materials, such as texts that promote language learning and offer interesting content.
2. The teacher's role is to choose appropriate texts for students, provide pre-reading activities, and assess comprehension, while students should independently make sense of texts.
3. When testing reading, teachers should evaluate students' comprehension and strategy use, while accounting for their language proficiency and other individual factors.
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Shared Reading is an effective way to teach ESL students reading strategies. This presentation describes ways to make shared reading a valuable tool in teaching reading to ESL students.
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Strategies for developing reading skill- Reading with a purpose-different levels of reading-different types of reading-literary reading-interpretive reading-scanning-skimming
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This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
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This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
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.
Intensive Reading
The document discusses components of effective secondary reading instruction. It recommends that secondary schools provide at least 90 minutes of daily intensive reading instruction using small group differentiated teaching. Key components include teacher modeling of reading strategies, small group instruction tailored to student needs, independent reading practice, and engaging students with diverse texts. Schools should also focus on developing student motivation through choice and making content relevant. Effective infrastructure includes extended time for literacy, ongoing professional development, and teacher collaboration to support struggling readers.
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
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This document discusses different types of reading skills. It categorizes reading skills into three main categories: according to purpose, according to reading performance/rate of understanding, and according to reading instruction programs. Some key reading skills discussed include skimming, scanning, intensive reading, extensive reading, speed reading, shared reading, guided reading, fluency reading, independent reading, and strategic reading. The document provides definitions and explanations of these various reading skills.
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There are several types of reading that can occur in a language classroom including oral, silent, intensive, and extensive reading. Intensive reading focuses on linguistic details, vocabulary, and close analysis of the text. It aims to build language knowledge rather than just reading practice. Extensive reading involves reading large amounts of interesting texts to build reading fluency, confidence, and enjoyment. Skimming and scanning are also discussed. Skimming is a quick read to understand the overall meaning and organization, while scanning is searching quickly for specific facts or details. Both skills are useful for second language learners.
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This document summarizes several key models and components of teaching reading to English language learners (ELLs). It discusses what reading is, several influential models of the reading process (Rumelhart, Stanovich, LaBerge & Samuels, schema theory), components of ESL reading instruction (phonics, vocabulary, pre-reading activities, reading modes), sources of reading material, assessing reading effectiveness, and provides sample reading lessons for beginner, intermediate and advanced ELL levels. It concludes by emphasizing the importance of understanding students' background knowledge and cultural outlooks.
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Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
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Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
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Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Reading Skills 2
The document summarizes research on reading skills, presenting various taxonomies and categorizations of skills. It discusses word attack skills, comprehension skills, fluency skills, and critical reading skills. It examines studies that looked at the role of lower-level word processing skills and higher-level comprehension skills in second language reading. While many models present reading skills in a hierarchical order, the document argues there is no strict hierarchy and skills are mediated by text, purpose, and content.
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.
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.
Oral reading
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.
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.
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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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Intensive reading focuses on shorter, easier texts to develop reading skills and vocabulary through close analysis of language and meaning, while extensive reading deals with larger volumes of texts for general understanding to improve reading confidence without extensive use of dictionaries. Both types of reading are used to help students improve different aspects of reading ability.
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This document provides ideas for using authentic texts with low-level English language learners. It suggests using signs, supermarket ads, delivery menus, labels, and simple comic strips. For each text, the teacher should ask oral comprehension questions to help students practice reading and build vocabulary. Using real-world materials can make reading more engaging for beginning ESL students.
Reading comprehension
1. Reading comprehension and skills are increasingly important for academic and career success, but many people do not spend significant free time reading.
2. Comprehension involves understanding both the literal and implied meanings of text at different levels, from simple facts to complex analysis and application.
3. Key comprehension skills include identifying main ideas, details, patterns of organization, and interpreting different text types like graphs; comprehension levels range from literal to interpretive to applied.
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This document discusses reading skills and strategies for teaching reading. It outlines four language skills - listening, speaking, writing, and reading. It describes the nature of reading and what effective readers do, such as having a clear purpose and guessing meanings from context clues. It discusses principles of reading and different methods of reading like skimming and scanning. It also outlines activities that can be used before, during, and after reading like predicting, information transfer, and gap filling exercises. The conclusion emphasizes that reading instruction should focus on developing students' skills and strategies through an interactive process involving pre, during, and post reading activities.
The Reading Skill in Linguistics!!!!!
Skills of Reading, Types of Reading, Difficulty in Reading, Analysis of reading skills, Problems in Reading English, Methods to control Pronunciation, Terms of Reading..
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This document discusses developing students' reading skills. It emphasizes the importance of reading skills and provides tips for instructors. Some key points include:
- Reading skills are important for students' development and should be regularly practiced.
- Instructors should include reading skill development as a course objective and provide guidance to students.
- A variety of in-class activities can help practice skills like skimming, scanning, and summarizing. This keeps reading engaging for students.
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.
Intensive Reading
The document discusses components of effective secondary reading instruction. It recommends that secondary schools provide at least 90 minutes of daily intensive reading instruction using small group differentiated teaching. Key components include teacher modeling of reading strategies, small group instruction tailored to student needs, independent reading practice, and engaging students with diverse texts. Schools should also focus on developing student motivation through choice and making content relevant. Effective infrastructure includes extended time for literacy, ongoing professional development, and teacher collaboration to support struggling readers.
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 skills
This document discusses different types of reading skills. It categorizes reading skills into three main categories: according to purpose, according to reading performance/rate of understanding, and according to reading instruction programs. Some key reading skills discussed include skimming, scanning, intensive reading, extensive reading, speed reading, shared reading, guided reading, fluency reading, independent reading, and strategic reading. The document provides definitions and explanations of these various reading skills.
Types of reading.ppt
There are several types of reading that can occur in a language classroom including oral, silent, intensive, and extensive reading. Intensive reading focuses on linguistic details, vocabulary, and close analysis of the text. It aims to build language knowledge rather than just reading practice. Extensive reading involves reading large amounts of interesting texts to build reading fluency, confidence, and enjoyment. Skimming and scanning are also discussed. Skimming is a quick read to understand the overall meaning and organization, while scanning is searching quickly for specific facts or details. Both skills are useful for second language learners.
Survey methods of_teaching_esl_reading
This document summarizes several key models and components of teaching reading to English language learners (ELLs). It discusses what reading is, several influential models of the reading process (Rumelhart, Stanovich, LaBerge & Samuels, schema theory), components of ESL reading instruction (phonics, vocabulary, pre-reading activities, reading modes), sources of reading material, assessing reading effectiveness, and provides sample reading lessons for beginner, intermediate and advanced ELL levels. It concludes by emphasizing the importance of understanding students' background knowledge and cultural outlooks.
Reading
Reading is the process of extracting meaning from written symbols. There are various reasons for reading, such as language learning or obtaining information from magazines, letters, etc. The aims of reading include being able to read unfamiliar texts silently with understanding. Problems in reading comprehension can arise from concepts, vocabulary, discourse markers, or issues linking ideas beyond the literal text. Faulty habits include subvocalizing or finger pointing. There are three levels of comprehension - literal, inferential, and evaluative. The three main approaches to teaching reading are bottom-up, top-down, and interactionist. Skimming and scanning are speed reading techniques - skimming obtains the overall idea while scanning searches for specific information quickly.
Developmental Reading Program
Developmental Reading Program
Is a systematic instruction in reading skills and strategies.
Aims:
Generate a positive attitude towards reading process through changing reading habits,
Change reading weakness into strengths,
Let students become aware of their learning techniques which can enable any person, student, or other wise,
Become more successful in real life-learning situations.
“A reading program in which students who are able readers continue to be taught reading skills in a sequential program of instruction, designed to reinforce and extend the skills and appreciations acquired in the previous years, and develop new skills as they are needed.”
-Umans(1964)
Skill Ladder of Goodell
Phonetic Analysis
International Phonetic Alphabet
Using Structural Analysis
click
Reading Pyramid
Developmental Reading Behaviors
Components of a Balanced Literacy Program
Read Aloud
The teacher or another person reads aloud to the student. The teacher has the primary responsibility; the students are the attentive observers. The teacher models fluency and expression in reading. The activity promotes literature enjoyment.
Shared Reading
The teacher will share the responsibility of reading with the students. The teachers still has the primary responsibility for reading, but the students may have their own copy. Students take a more active role
Guided Reading
The heart of instructional reading program.
The bridge between shared reading and independent reading
Guide, observer monitor, responder, and questioner
Determining a student’s developmental stage in reading is important for success.
Different cueing systems
Independent Reading
Students choose what they want to read according to what their interests.
The teacher support, observe, and respond t their efforts.
Writing Aloud
Models his thinking, planning, questioning, drafting and revising.
The teacher literally writes aloud and the students observe.
But should not model the entire writing.
Shared Writing
Demonstrated in collaboration with the students.
Guided Writing
Guides the students towards the creation of their own writing through questioning and clarifying.
Independent Writing
The students writes independently and implement that which they have observed and experienced.
Reading Skills 2
The document summarizes research on reading skills, presenting various taxonomies and categorizations of skills. It discusses word attack skills, comprehension skills, fluency skills, and critical reading skills. It examines studies that looked at the role of lower-level word processing skills and higher-level comprehension skills in second language reading. While many models present reading skills in a hierarchical order, the document argues there is no strict hierarchy and skills are mediated by text, purpose, and content.
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.
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.
Oral reading
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.
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.
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.
Grade 8 Reading and Reading Strategies
Definition of Reading, Reading Meaning, Kinds of Reading, Factors Affecting Reading, Types of Reading Strategies, Reading Techniques, Definition of Comprehension, Levels of Comprehension, Types of Comprehension
English 8 - Types of Reading (Intensive vs. Extensive)
Intensive reading focuses on shorter, easier texts to develop reading skills and vocabulary through close analysis of language and meaning, while extensive reading deals with larger volumes of texts for general understanding to improve reading confidence without extensive use of dictionaries. Both types of reading are used to help students improve different aspects of reading ability.
The reading skills by farshad farzami
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Kinds of Reading, Learning English Language, Speed Reading
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Chapter 1 Teaching Reading in Today's Elementary Schools- Roe, Smith
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This document provides ideas for using authentic texts with low-level English language learners. It suggests using signs, supermarket ads, delivery menus, labels, and simple comic strips. For each text, the teacher should ask oral comprehension questions to help students practice reading and build vocabulary. Using real-world materials can make reading more engaging for beginning ESL students.
Reading comprehension
1. Reading comprehension and skills are increasingly important for academic and career success, but many people do not spend significant free time reading.
2. Comprehension involves understanding both the literal and implied meanings of text at different levels, from simple facts to complex analysis and application.
3. Key comprehension skills include identifying main ideas, details, patterns of organization, and interpreting different text types like graphs; comprehension levels range from literal to interpretive to applied.
Comprehension
The document discusses comprehension strategies for students in grades K-3. It defines comprehension as the interaction between reader and text to extract meaning. Research shows explicitly teaching comprehension strategies one at a time with modeling, practice, and guidance is effective. Comprehension is important for learning from text and performing well on tests. Good readers use strategies like activating prior knowledge and drawing inferences. Teachers should incorporate direct instruction of strategies like answering questions and summarizing.
Reading comprehension strategies
The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
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The document discusses several effective reading strategies that good readers use, including activating background knowledge, formulating questions, visualizing, and summarizing and paraphrasing. It explains that good readers make connections to characters and situations, ask questions about the text, create mental images of what they're reading, and retell and process stories in their own words. The document provides guidance on teaching and modeling these strategies to help improve students' reading comprehension.
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This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
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This presentation has excellent information for teachers about how to actively teach and model comprehension strategies for students.
Reading comprehension strategies presentation pp
This document presents several reading comprehension strategies that can be used before, during, and after reading. Some strategies mentioned include KWL charts, think-pair-share, story maps, double-entry journals, and SQ3R (survey, question, read, recite, review). Many resources are provided that explain different strategies and how to implement them, such as websites with lesson plans and activities related to building reading skills. The document encourages reading aloud to students to help improve reading ability and comprehension.
Reading Strategies
This document provides strategies for effective reading comprehension. It outlines pre-reading strategies like reading with a purpose in mind, such as answering a specific question. Readers should focus on main ideas by turning headings into questions. During reading, readers should actively engage by asking clarifying questions, reacting to details, making connections, and thinking of related ideas. The key is for readers to think critically about the text as they read rather than just passively taking in information. Regular practice of these strategies can improve reading comprehension.
Reading comprehension power point
Reading comprehension involves understanding what is read. One way to ensure comprehension is through retelling or summarizing, which extracts the main idea and supporting details. When retelling, it is important to consider the characters, setting, problem, attempts to resolve the problem, resolution, and outcome. Various tools like story maps and graphic organizers can help with retelling a story by organizing these key elements.
Reading comprehension power point
Reading comprehension and summarizing are important skills. Summarizing involves extracting the main idea and key details from a text in a condensed form. There are different tools that can help with summarizing, such as story maps, graphic organizers, or oral retelling. An effective summary focuses on the main characters, setting, problem, attempts to resolve the problem, resolution, and outcome presented in the original text.
Comprehension powerpoint
The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.
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The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
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This document provides recommendations for developing reading and language arts lessons that are accessible for English language learners with varying levels of English proficiency. It suggests incorporating pre-reading strategies like modeling reading aloud and allowing various response types. It also recommends using primary language content, manipulatives, visuals and multimedia, teaching thematically with repeated vocabulary, and emphasizing discussion. Providing comprehensible input by teaching in a way students can understand and individualizing instruction based on each student's linguistic and conceptual knowledge are also highlighted. The document outlines strategies for writing development and using music to support literacy.
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- 1. CHANNARONG BOONLAKKAHM 57120803111 TESOL 8 UDRU TEACHING READING COMPREHENSION TO ESL/EFL LEARNERS Hesham Suleiman Alyousef
- 2. Definition of Reading Reading Automatic recognition skills Vocabulary and structural knowledge Content/world background knowledge Formal discourse structure knowledge Synthesis and evaluation skills/strategies Metacognitive knowledge and skills monitoring
- 3. The Cognitive Tasks Involved in Reading The Cognitive Tasks Bottom-up processing Top-down processing
- 4. Types of Reading Types of Reading Extensive Reading Intensive Reading
- 5. The importance of teaching reading the ability to read a wide range of texts in English. This is the long-range goal most teachers seek to develop through independent readers outside EFL/ESL classroom. building a knowledge of language which will facilitate reading ability building schematic knowledge. the ability to adapt the reading style according to reading purpose developing an awareness of the structure of written texts in English taking a critical stance to the contents of the texts
- 6. The key to Reading Comprehension 1. Teachers should have meaningful conceptual content in reading instruction. 2. Teachers have to provide choice of text performed on reading tasks. 3. Teachers should seek interesting texts and consider variety of topics.
- 7. Activities used in teaching reading Pre-reading activities While-reading activities While-reading activities
- 8. How to teach reading? Vocabulary and lack of background knowledge The phoneme-grapheme irregularities Differences between languages with deep orthographic structures