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ELT:533
TEACHING THE LANGUAGE SKILLS
Reading
“Reading is a process of constructing meaning from
written texts. It is a complex skill requiring the
coordination of interrelated sources of information”
(Stanley, 2007)
Different kinds
of readings
Extensive
Intensive
Reading which students often do.
Consists of detailed focus on the
construction of reading texts.
Adult literacy
training
• The role of cognition in reading.
• The role of automaticity in word recognition.
• The role of concious strategies.
• Effective techniques for activating schemata.
• Relationships of reading an writing.
Academic Purposes for ReadingReading to search information (scanning and
skimming)
Reading for quick understanding (skimming)
Reading to learn
Reading to integrate information
Reading to evaluate, critique and use
information
Reading for general comprehension (in many
cases, reading for interest or entertain )
Strategies for Reading Comprehension
1. Identify the purpose of reading.
2. Use graphemic rules and patterns to aid in bottom-up
decoding.
3. Use efficient silent reading techniques for relatively rapid
comprehension.
4. Skim the text for main ideas.
5. Scam the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when you aren´t certain.
8. Analyze vocabulary.
9. Distinguish between literal and implied meanings.
10. Capitalized on discourse makers to process relationships:
Enumerative, addetive (reinforce, similarity, transition),
logical sequence (summative, resultative), explicative,
illustrative, contrastive (replacive, anthithetic, converssive)
The importance of
teaching reading.
TEACHING
READING
The importance of
developing letter-
sound
correspondence
for early reading
The need for a
large
vocabulary for
fluent reading
The value of
extensive
reading
The need for
students to
become
effective
strategy users
The usefulness
of Content-
Based
Instruction
NEGATIVE ASPECTS!
Very little
practice of
the skill of
reading.
The learner
will not be
able to read
quickly nor
smoothly.
The learner will
not be able to
read at her/his
own level of
reading ability.
The text
may or may
not interest
the learner.
Few
chances to
learn the
patterns in
English.
The learner
often has to
stop reading
and use a
dictionary.
The key to a successful reading program is a
good balance between Intesive Reading,
Extensive Reading, the development of
vocabulary, and work on reading skills and
strategies.
Teaching the language skills

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Teaching the language skills

  • 2.
  • 3. Reading “Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information” (Stanley, 2007)
  • 4. Different kinds of readings Extensive Intensive Reading which students often do. Consists of detailed focus on the construction of reading texts. Adult literacy training • The role of cognition in reading. • The role of automaticity in word recognition. • The role of concious strategies. • Effective techniques for activating schemata. • Relationships of reading an writing.
  • 5. Academic Purposes for ReadingReading to search information (scanning and skimming) Reading for quick understanding (skimming) Reading to learn Reading to integrate information Reading to evaluate, critique and use information Reading for general comprehension (in many cases, reading for interest or entertain )
  • 6.
  • 7. Strategies for Reading Comprehension 1. Identify the purpose of reading. 2. Use graphemic rules and patterns to aid in bottom-up decoding. 3. Use efficient silent reading techniques for relatively rapid comprehension. 4. Skim the text for main ideas.
  • 8. 5. Scam the text for specific information. 6. Use semantic mapping or clustering. 7. Guess when you aren´t certain. 8. Analyze vocabulary. 9. Distinguish between literal and implied meanings. 10. Capitalized on discourse makers to process relationships: Enumerative, addetive (reinforce, similarity, transition), logical sequence (summative, resultative), explicative, illustrative, contrastive (replacive, anthithetic, converssive)
  • 10. TEACHING READING The importance of developing letter- sound correspondence for early reading The need for a large vocabulary for fluent reading The value of extensive reading The need for students to become effective strategy users The usefulness of Content- Based Instruction
  • 11. NEGATIVE ASPECTS! Very little practice of the skill of reading. The learner will not be able to read quickly nor smoothly. The learner will not be able to read at her/his own level of reading ability. The text may or may not interest the learner. Few chances to learn the patterns in English. The learner often has to stop reading and use a dictionary.
  • 12. The key to a successful reading program is a good balance between Intesive Reading, Extensive Reading, the development of vocabulary, and work on reading skills and strategies.