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![Concept defining
"[Reading is] the action or skill
of reading written or printed
material silently or aloud.“
Dictionary definition
- What is reading?](https://image.slidesharecdn.com/teachingreadingskills11-230315061849-b119ba5e/75/Teaching-Reading-Skills-4-2048.jpg)
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Teaching Reading Skills
The document provides a comprehensive guide on teaching reading skills, detailing theoretical backgrounds like schema theory, cognitive processing, and the distinction between skills and strategies. It outlines practical classroom approaches including lesson planning stages and various reading procedures such as SQ3R and reciprocal teaching, emphasizing the interactive nature of reading. Overall, it concludes that teaching reading should prioritize developing comprehension strategies over mere assessment of understanding.
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Similar to Teaching Reading Skills
Teaching Reading Skills
- 2. How to TeachReading Skills From Theory to practice
- 3. OUTLINE • Theoretical background – What isreading? – What is meant by teaching reading skills? – Skills vs strategies – Schema theory – Cognitive processing – Types of reading • In the classroom: how to teach reading? – Principles of teaching reading – Lesson plan • Objectives and structure • Stages of the lesson plan • Activities • Some reading procedures • Summary • Workshop
- 4. Concept defining "[Reading is]the action or skill of reading written or printed material silently or aloud.“ Dictionary definition - What is reading?
- 5. Concept Defining Reading isa process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information” (Anderson, Hiebert, Scott, & Wilkinson, 1985, p. 6. Cited in Stanley, 2007.) - What is reading?
- 6. List what youhave recently read! Newspaper articles Emails Letters Text messages Labels on bottles Books Online materials Leaflets Fliers Maps …. - What is reading?
- 7. Purpose of reading(Williams, 1984) We read to get general information to get specific information for pleasure - What is reading?
- 8. Types of reading Reading IntensiveExtensive - What is reading?
- 9.
- 10. Typical Reading procedure T.chooses a text T. asks the students to read it aloud T. asks the students to answer comprehension questions Class correction - Teaching vs testing reading
- 11. Teaching vs testingreading Testing comprehension is NOT teaching reading comprehension - Teaching vs testing reading
- 12. Testing Reading orteaching reading? Instead of focusing on testing SS comprehension, we should first and foremost teach them the skills and strategies they need to tackle different types of texts - Teaching vs testing reading
- 13. Skills and strategies(the tools) - Skills vs strategies
- 14. Skills vs strategies Skills Unconsciousability / proficiency The target Automaticity Reading skills operate without the reader’s deliberate control or conscious awareness. Strategies Conscious plan The journey Tactics Awareness helps the reader select an intended path, the means to the goal, and the processes used to achieve the goal. - Skills vs strategies
- 15. Skills vs strategies “Readingstrategies are deliberate, goal-directed attempts to control and modify the reader’s efforts to decode text, understand words, and construct meanings of text. Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency, and fluency and usually occur without awareness of the components or control involved.” Afflerbach et Al (2008) - Skills vs strategies
- 16. strategies Skimming Scanning Using background/prior knowledge Making predictions Asking questions Inferringmeaning from context Making connections Using graphic organizers Recognizing sequences - Skills vs strategies
- 17.
- 18. Schema theory Is thereader a ‘tabula rasa’? - Schema theory
- 19. Schema theory Schema theorytries to explain how readers utilize prior knowledge to understand and get new information from the text (Rumelhart, 1980). - Schema theory
- 20. COGNITIVE PROCESSING Cognitive processing Top-down Bottom-up Interactive model -Cognitive processing
- 21. Top-down vs Bottom-upprocessing From a distance, it’s just a wall! Closer, one can see the bricks! - Cognitive processing
- 22. Top-down model Reader-based (i.e.readers as they interact with the text) Focus is on what readers bring to the process by activating background knowledge and making predictions. Focus is on sampling the information of the text and contrasting it with the reader’s world knowledge to make sense of it. Meaning-oriented (i.e. overall meaning takes priority over individual words) - Cognitive processing
- 23. Bottom-up model Text-based Focus ison vocabulary, grammar and organization Starts from letters, morphemes, words… Reader depends on text variables: vocabulary, grammar, text content… - Cognitive processing
- 24. The interactive model usingboth top-down and bottom-up skills. Focus is on both what is on the written page and what is in the reader’s mind - Cognitive processing
- 25. Reader is arecipient No interaction between text and reader Reader is active Interaction between reader and text - Types of reading Writer Reader Writer Reader
- 26.
- 27. Basic principles Principles of teaching reading Reading ispurposeful Teachers should choose appropriate texts Vocabulary knowledge facilitates comprehension Opt for activities that focus on skill integration Explicitly teach reading strategies Text type knowledge is important Devise a well-structured lesson plan - Principles
- 28. Teaching Reading LessonPlan Teaching reading comprehension The objectives of the lesson Structure of the lesson - Lesson plan
- 29. Objectives Reading comprehension objectives Reading for gist? Readingfor specific information? Reading for detailed comprehension? Developing speed reading? Training learners on specific reading strategies? Inferring meaning from context? A combination of the above goals? … - Objectives
- 30. How to teachreading (the stages) Stages Pre-reading While reading Post reading - Lesson plan
- 31. Pre-reading activities Pre-reading activities: Prepare studentsfor the reading task (vocabulary, grammar,…) Help learners anticipate the topic of the reading. Create the need to know more about a topic. Increase students' motivation. - Stages
- 32. Pre-Reading activities Brainstorming DiscussionPictures Pictionary Predicting KWL Chart Word cloud Videos - Stages
- 33. While reading activities While-readingactivities: connect students prior knowledge with the content of the reading guide students towards a better understanding help them gain new knowledge train them to deal with similar texts in the future.. - Stages
- 34. While Reading activities SkimmingScanning Comprehension questions Graphic organizers Cohesion tasks Vocabulary tasks Grammar tasks - Stages
- 35. Post reading activities Postreading activities help learners : get deeper understanding organize their thoughts and ideas summarize their learning - Stages
- 36. Post reading activities WhatI learned Discussion Summarizing Retelling the story Think-Pair- Share Drawing Search quest Videos Presentation Peer testing - Stages
- 37. The reading process Thereaders’ mind The text The readers’ mind - Stages
- 38.
- 39. Some Reading procedures SQ3R Standard readingexercise reciprocal teaching Concept- oriented reading instruction - Some reading procedures
- 40. SQ3R (Survey, Question,Read, Recite, Review) The SQ3R method is a step-by- step strategy for effective reading Students survey the assigned reading by first skimming through it. Learners are encouraged to formulate questions Students read the text and try to answer the questions they generated previously. Students are encouraged to recite the information from memory. Students should review their questions, and see if they can answer them all easily. - Some reading procedures
- 41. Standard reading exercise Standardreading exercise consists of teaching learners a series of questions that can be used with any text. (Nation, 2009, p. 37). The questions are meant to train the learners to the most important reading skills, such as: • predicting, • finding the main idea of each paragraph, • identifying the writer’s purpose, • thinking critically about the content of the text, etc. - Some reading procedures
- 42. Reciprocal teaching Palincsar andBrown (1986, cited in Nation, 2009) designed a procedure which they coined “reciprocal teaching”. In this procedure, the teacher trains the learners to use four main strategies, which could be applied to any text: • The students predict the content of the paragraph before reading it; • They make questions focusing on the main idea of the paragraph; • They summarize what has just been read; • They seek clarification on difficult points in the paragraph. - Some reading procedures
- 43. Concept-oriented reading instruction(CORI) Nation (2009) describes concept-oriented reading instruction (CORI) as an integrated strategy approach to reading comprehension (Guthrie, 2003). This involves training learners to use a set of strategies through the sequence of modelling, scaffolding, and guided practice. These strategies include: • activating background knowledge, • questioning, searching for information, • summarizing, • organizing graphically, • and structuring stories. - Some reading procedures
- 44. Summary • Reading is apurposeful task. • Choose appropriate texts • Classroom procedure should reflect the purposeful, task-based, interactive nature of real reading. • Testing comprehension is NOT teaching reading comprehension • Teachers should identify the strategies, skills, and objectives of the efficient reader during the process of real reading, and then help the learner to acquire them. • Readers contribute meaning to a text; consequently, teachers must include tasks which require readers to combine what is in their heads with what is in the text. • Identify clear objectives for reading • Develop reading lessons in three parts: pre, while, and post reading stages. • Encourage students to read extensively. - Summary
- 45.
- 46. Workshop Groups of 5teachers are assigned 5 texts They work together to prepare a lesson plan that includes: • Level + Objectives • Pre-reading activities • While reading activities • Post reading activities - Workshop
- 47. References • Abraham, P. (2000)Skilled Reading: Top-Down, Bottom-Up, Field Notes, Vol. 10, No. 2 (Fall 2000)Publisher: SABES/World Education, Boston, MA, Copyright 2000. Retrieved from http://www.sabes.org/sites/sabes.org/files/resources/fn102.pdf on August, 18 2017. • Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington, D. C.:National Institute of Education. • Chambers, F. and Brigham, A. 1989. Summary writing: a short cut to success. English Teaching Forum 27, 1: 43–45. • Guthrie, J.R. 2003. Concept-oriented reading instruction. In A. Sweet and C. Snow (eds) Rethinking reading comprehension. New York: Guilford Press: 115–140. • Palincsar, A.S. and Brown, A.L. 1986. Interactive teaching to promote independent learning from text. Reading Teacher 20: 771–776. • Rumelhart, D.E. (1977). Toward an interactive model of reading. In: S. Dornic (ed.), Attention and performance VI, (pp. 573-603). Hillsdale, NJ: Lawrence Erlbaum. • Stanley, S. (2007). An Analysis of Rx for Discovery Reading RTM for Elementary Students Below Average in Reading. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1070&context=doctoral, on September 14, 2017. • Stanovich, K.E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32-71.