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Reading Reading StrategicallyStrategically
Jonathan Robinson, MCILJonathan Robinson, MCIL
ProgrammeProgramme
MorningMorning
Session 1Session 1 – Reading as – Reading as a Linguistic Skilla Linguistic Skill
Session 2Session 2 – Strategic – Strategic Reading for SuccessReading for Success
12:30 - Lunch12:30 - Lunch
AfternoonAfternoon
Session 3Session 3 – Reading – Reading and Thinking across and Thinking across the Secondary Key the Secondary Key StagesStages
Session 4Session 4 – Creative – Creative Teachers of ReadingTeachers of Reading
15:30 – Plenary and 15:30 – Plenary and FinishFinish
Reading as a Linguistic Skill
‘Reading is not merely the attaching of sound to grapheme, which occurs only at an elementary
level. Meaning is involved, and in a fundamental way. At a higher level of perception reading can
even convey meaning alone, without any recourse to sound.
Therein lies reading’s sense-like magic.’ Steven Fischer (2005)
What do we mean by ‘Reading’ as a ‘Skill’?
Reading is a skill, because it has to be taught it has to be nurtured and it needs to be developed over time it is a valuable transferable tool that
students need to be able to command and employ effectively
it is strategy-based
Why do our students need to learn the skill of reading? Basic literacy demands it Deep understanding of the world requires it Everyday life is impossible at worst, and very hard at
best, without it Education and employers expect their students or
employees to be competent in it Enjoyment and life enrichment stem from it Modern civilised society demands it Empowerment (social, economic and political) is possible
because of it In MFL, reading can support speaking and vice versa,
and it can also aid the memorisation process of new vocabulary for some learners
LITERACY IN ENGLAND!
1 IN 5 STUDENTS1 IN 5 STUDENTS LEAVES PRIMARY SCHOOL LEAVES PRIMARY SCHOOL WITH A WITH A READING AGE READING AGE OFOF BELOW 9 BELOW 9 YEARS. YEARS. 60% 60% AREARE BOYS BOYS, , ¾ ¾ AREARE WHITE WHITE ANDAND WORKING CLASSWORKING CLASS. THESE STUDENTS ARE . THESE STUDENTS ARE DENYED ACCESS TO THE CURRICULUM AND DENYED ACCESS TO THE CURRICULUM AND THIS CAN LEAD TO MEDIUM OR SEVERE THIS CAN LEAD TO MEDIUM OR SEVERE NEGATIVE BEHAVIOURAL OUTBURSTSNEGATIVE BEHAVIOURAL OUTBURSTS..
Source: Dispatches, Ch4 ‘Why our children can’t read’ – 22nd October 2007
A skill needs nurturing and developing
Stepping stones to becoming a successful
reader:
Skill gap: written word
inaccessible
Reading strategies are acquired:
engagement with written word
Reading becomes automatic and
autonomous: personal response to written
word becomes possible
ACTIONRESULT
Practical considerations concerning S.E.N. students and reading
Awareness of how specific learning difficulties / behavioural issues / physical impairment have affected reading literacy in English (or L1) as well as MFL – Think CAT and SATS scores, language aptitude test results, school action plus, SEN statements. Use TAs / LSAs effectively …
Reading and the S.E.N. Student – Differentiation by task Set a choice of questions Consider tasks that work favourably with a
particular learning style (kinaesthetic, audio-visual, oral discussion / feedback on comprehension rather than written responses, use of pictures)
Decide how much linguistic help to provide (e.g. dictionaries, glossaries, word lists, multiple-choice options …)
Adapt texts – smaller chunks; carefully selected vocabulary
Reading and the S.E.N. Student – Differentiation by outcome
Set minimum targets in collaboration with the student
Consider various ways of presenting answers to the questions / tasks set
Personalise the learning – set the appropriate level of challenge for each student and reward each student’s progress against their individual success
Types of reading
Continuum of perceived and actual difficulty
Perceived Difficulty
Actual
Difficulty
E.g. Students often think that using the internet to support learning in the TL will be easy and effective, but will often have a knee-jerk reaction against reading a graded foreign language reader from the library, which will be perceived by them to be inaccessible and hard.
Types of reading
Personal Data TextsID cards, emails, postcards, notes, memos, informal letters, formal letters, business letters, pen friend letters, diary entries, lost and found, personals, for sale, property, invitations, RSVPs, order forms, faxes, letters of complaint / thanks / sympathy / congratulations / celebration, school reports, greetings cards
Cultural Information TextsAdvertisements, newspaper articles, TV guides, weather reports, shopping lists, flyers, menus, brochures, tourist information, timetables, road signs, shop signs, magazines, travel guides, maps, film posters, graffiti, notices
Types of reading continued Lexico-Logical Texts
Quizzes, puzzles, riddles, lists, packaging, labels, rules, regulations, instructions, recipes, times, quantities, prices, figures, itineraries
Popular Issues TextsHoroscopes, problem pages, agony aunt columns, leaflets, political flyers, chat rooms / msn, health / hygiene posters
Study and Leisure TextsCartoons, comics, drama, graded readers, novels, poetry, short stories, song lyrics, rhymes, fairy tales, folklore
Research TextsEncyclopaedias, graphs, charts, tables, statistics, headlines, reports, summaries, internet sites, web pages
Interaction with the written word – a multi-skills approach Reading + Speaking = e.g. discussion resulting from a
provocative passage (typical of A level) Reading + Listening = e.g. audio-books with book (useful
at KS4 and KS5) Reading + Writing = e.g. typical reading comprehension
(all key stages) Reading (+ Listening) + Writing + Speaking = e.g.
developing a role play from a model dialogue you have read (and probably heard) first
Reading + Speaking + Listening + Writing = e.g. walking dictations (typical of KS3)
QUIZ Who wrote that at a higher level reading can ‘convey
meaning alone, without any recourse to sound’? Give two reasons why reading can be described as a
skill. What are the stepping stones to becoming a successful
reader? Suggest 3 considerations that should be taken into
account when teaching SEN pupils to read? What line of continuum did you come across in this
lecture? What are Jonathan’s 6 categories of reading texts? Name a type of reading activity that incorporates all four
language skills.
Time for Reflection and Discussion
5 minutes
