Teaching ReadingTeaching Reading

ByByNikmah NurbaityNikmah Nurbaity

baity1968@yahoo.combaity1968@yahoo.comwww.nurbaity.multiply.comwww.nurbaity.multiply.com

Communicative approach to language Communicative approach to language teaching has given instructors a different teaching has given instructors a different understanding of the role of reading in the understanding of the role of reading in the language classroom and the types of texts language classroom and the types of texts that can be used in instruction. that can be used in instruction.

When the goal of instruction is communicative When the goal of instruction is communicative competence, everyday materials such as train competence, everyday materials such as train schedules, newspaper articles, and travel and schedules, newspaper articles, and travel and tourism web sites become appropriate tourism web sites become appropriate classroom materials, classroom materials,

because reading them is one way because reading them is one way communicative competence is developed. communicative competence is developed. Instruction in reading and reading practice thus Instruction in reading and reading practice thus become essential parts of language teaching at become essential parts of language teaching at every level. every level.

Reading is an activity with a Reading is an activity with a purpose. purpose.

gain information or verify existing gain information or verify existing knowledge, or in order toknowledge, or in order to

critique a writer's ideas or writing style. critique a writer's ideas or writing style.

A person may also read for enjoyment, A person may also read for enjoyment,

enhance knowledge of the language being enhance knowledge of the language being read. read.

The purpose(s) for reading guide the The purpose(s) for reading guide the reader's selection of texts. reader's selection of texts.

The purpose for reading also determines the appropriate The purpose for reading also determines the appropriate approach to reading comprehension approach to reading comprehension

In a restaurant : read the menu, read the priceIn a restaurant : read the menu, read the price

Poetry :enjoyment needs to recognize the words Poetry :enjoyment needs to recognize the words the poet uses and the ways they are put the poet uses and the ways they are put together, together,

scientific article to support an opinion needs to scientific article to support an opinion needs to know the vocabulary that is used, understand know the vocabulary that is used, understand the facts and cause-effect sequences that are the facts and cause-effect sequences that are presented, and recognize ideas that are presented, and recognize ideas that are presented as hypotheses and givens. presented as hypotheses and givens.

Good readersGood readers

Read extensively Read extensively

Integrate information in the text with existing Integrate information in the text with existing knowledge knowledge

Have a flexible reading style, depending on what Have a flexible reading style, depending on what they are reading they are reading

Are motivated Are motivated

Rely on different skills interacting: perceptual Rely on different skills interacting: perceptual processing, phonemic processing, recall processing, phonemic processing, recall

Read for a purpose; reading serves a function Read for a purpose; reading serves a function

Reader knowledge, skills, and Reader knowledge, skills, and strategies include :strategies include :

Linguistic competenceLinguistic competence: the ability to recognize : the ability to recognize the elements of the writing system; knowledge of the elements of the writing system; knowledge of vocabulary; knowledge of how words are vocabulary; knowledge of how words are structured into sentences structured into sentences Discourse competenceDiscourse competence: knowledge of : knowledge of discourse markers and how they connect parts discourse markers and how they connect parts of the text to one another of the text to one another Sociolinguistic competenceSociolinguistic competence: knowledge about : knowledge about different types of texts and their usual structure different types of texts and their usual structure and content and content Strategic competenceStrategic competence: the ability to use : the ability to use strategies strategies

Teaching ReadingTeaching Reading

this means producing students who can this means producing students who can use reading strategies to maximize their use reading strategies to maximize their comprehension of text, identify relevant comprehension of text, identify relevant and non-relevant information, and tolerate and non-relevant information, and tolerate less than word-by-word comprehension less than word-by-word comprehension

Process of ReadingProcess of Reading

We develop students' awarenessWe develop students' awarenessWe allow students to practice the full repertoire of reading strategies We allow students to practice the full repertoire of reading strategies by using authentic reading tasks. by using authentic reading tasks. When working with reading tasks in class, we show students the When working with reading tasks in class, we show students the strategies that will work best for the reading purpose and the type of strategies that will work best for the reading purpose and the type of text. text. We have students practice reading strategies in class and ask them We have students practice reading strategies in class and ask them to practice outside of class in their reading assignments.. to practice outside of class in their reading assignments.. We encourage students to evaluate their comprehension and self-We encourage students to evaluate their comprehension and self-report their use of strategies.. report their use of strategies.. We encourage the development of reading skills and the use of We encourage the development of reading skills and the use of reading strategies by using the target language to convey reading strategies by using the target language to convey instructions and course-related information in written form: office instructions and course-related information in written form: office hours, homework assignments, test content. hours, homework assignments, test content. We explicitly mention how a particular strategy can be used in a We explicitly mention how a particular strategy can be used in a different type of reading task or with another skill. different type of reading task or with another skill.

help students become effective readers by teaching them help students become effective readers by teaching them how to use strategies before, during, and after reading. how to use strategies before, during, and after reading.

Before readingBefore reading

Plan for the reading task Plan for the reading task

Set a purpose or decide in advance what to read Set a purpose or decide in advance what to read for for

Decide if more linguistic or background Decide if more linguistic or background knowledge is needed knowledge is needed

Determine whether to enter the text from the top Determine whether to enter the text from the top down (attend to the overall meaning) or from the down (attend to the overall meaning) or from the bottom up (focus on the words and phrases) bottom up (focus on the words and phrases)

During and after reading:During and after reading:

During readingDuring readingMonitor comprehension Monitor comprehension Verify predictions and check for inaccurate guesses Verify predictions and check for inaccurate guesses Decide what is and is not important to understand Decide what is and is not important to understand Reread to check comprehension Reread to check comprehension Ask for help Ask for help

After reading: After reading: Evaluate comprehension and strategy use Evaluate comprehension and strategy use Evaluate comprehension in a particular task or area Evaluate comprehension in a particular task or area Evaluate overall progress in reading and in particular types of Evaluate overall progress in reading and in particular types of reading tasks reading tasks Decide if the strategies used were appropriate for the purpose and Decide if the strategies used were appropriate for the purpose and for the task for the task Modify strategies if necessary Modify strategies if necessary

to develop communicative competence in reading, to develop communicative competence in reading, classroom and homework reading activities must resemble classroom and homework reading activities must resemble

(or be) real-life reading tasks that involve meaningful (or be) real-life reading tasks that involve meaningful communication. communication.

Three authentic ways:Three authentic ways:

Material must be authenticMaterial must be authentic

The reading purpose must be authentic: The reading purpose must be authentic: Students must be reading for reasons that Students must be reading for reasons that make sense and have relevance to them. make sense and have relevance to them. Not "Because the teacher assigned it"Not "Because the teacher assigned it"

The reading approach must be authentic: The reading approach must be authentic: Students should read the text in a way that Students should read the text in a way that matches the reading purpose, the type of matches the reading purpose, the type of text, and the way people normally read text, and the way people normally read

Reading aloud?Reading aloud?

A person who reads aloud and comprehends the A person who reads aloud and comprehends the meaning of the text is coordinating word meaning of the text is coordinating word recognition with comprehension and speaking recognition with comprehension and speaking and pronunciation ability in highly complex ways and pronunciation ability in highly complex ways Students whose language skills are limited are Students whose language skills are limited are not able to process at this level, and end up not able to process at this level, and end up having to drop one or more of the elements. having to drop one or more of the elements. Usually the dropped element is comprehension, Usually the dropped element is comprehension, and reading aloud becomes word calling: simply and reading aloud becomes word calling: simply pronouncing a series of words without regard for pronouncing a series of words without regard for the meaning they carry individually and together. the meaning they carry individually and together.

There are two ways to use reading aloud There are two ways to use reading aloud productively in the language classroom. Read productively in the language classroom. Read aloud to your students as they follow along aloud to your students as they follow along silently. silently.

Use the "read and look up" technique. With this Use the "read and look up" technique. With this technique, a student reads a phrase or sentence technique, a student reads a phrase or sentence silently as many times as necessary, then looks silently as many times as necessary, then looks up (away from the text) and tells you what the up (away from the text) and tells you what the phrase or sentence says. This encourages phrase or sentence says. This encourages students to read for ideas, rather than for word students to read for ideas, rather than for word recognition. recognition.

Reading StrategiesReading Strategies

Previewing: reviewing titles, section headings, and photo captions to Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection get a sense of the structure and content of a reading selection Predicting: using knowledge of the subject matter to make Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and the author to make predictions about writing style, vocabulary, and content content Skimming and scanning: using a quick survey of the text to get the Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions main idea, identify text structure, confirm or question predictions Guessing from context: using prior knowledge of the subject and the Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up instead of stopping to look them up Paraphrasing: stopping at the end of a section to check Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text comprehension by restating the information and ideas in the text

Reading to learnReading to learnReading to learn the language:Reading to learn the language:

Reading material is language input. Reading material is language input. By giving students a variety of materials to read, By giving students a variety of materials to read,

instructors provide multiple opportunities for instructors provide multiple opportunities for students to absorbstudents to absorb

vocabulary, grammar, sentence structure, and vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic discourse structure as they occur in authentic contexts. contexts.

Students thus gain a more complete picture of Students thus gain a more complete picture of the ways in which the elements of the language the ways in which the elements of the language work together to convey meaning. work together to convey meaning.

Reading for content information: Students' Reading for content information: Students' purpose for reading in their native language is purpose for reading in their native language is often to obtain information about a subject they often to obtain information about a subject they are studying, and this purpose can be useful in are studying, and this purpose can be useful in the language learning classroom as well. the language learning classroom as well.

Reading for cultural knowledge and awareness: Reading for cultural knowledge and awareness: Reading everyday materials that are designed Reading everyday materials that are designed for native speakers can give students insight into for native speakers can give students insight into the lifestyles and worldviews of the people the lifestyles and worldviews of the people whose language they are studying. whose language they are studying.

TEACHING READING?TEACHING READING?USE USE two cycles and four stagestwo cycles and four stages sometimes also sometimes also known as known as pre reading, while-reading, and post-pre reading, while-reading, and post-

reading activities.reading activities.

Make sure students understand what the Make sure students understand what the purpose for readingpurpose for reading is: to get the main is: to get the main idea, obtain specific information, or idea, obtain specific information, or understandunderstand

Define the activity's instructional goal and Define the activity's instructional goal and the appropriate type of response the appropriate type of response

Check the level of difficulty of the textCheck the level of difficulty of the text..

Building Knowledge of The FieldBuilding Knowledge of The Field

Assess students' background knowledge of the Assess students' background knowledge of the topic and linguistic content of the text topic and linguistic content of the text Give students the background knowledge Give students the background knowledge necessary for comprehension of the text, or necessary for comprehension of the text, or activate the existing knowledge that the students activate the existing knowledge that the students possess possess Clarify any cultural information which may be Clarify any cultural information which may be necessary to comprehend the passage necessary to comprehend the passage Make students aware of the type of text they will Make students aware of the type of text they will be reading and the purpose(s) for reading be reading and the purpose(s) for reading Provide opportunities for group or collaborative Provide opportunities for group or collaborative work and for class discussion activities work and for class discussion activities

SOME EXAMPLES TO PREPARE SOME EXAMPLES TO PREPARE STUDENTS READSTUDENTS READ

Using the title, subtitles, and divisions within the text to predict Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information content and organization or sequence of information Looking at pictures, maps, diagrams, or graphs and their captions Looking at pictures, maps, diagrams, or graphs and their captions Talking about the author's background, writing style, and usual Talking about the author's background, writing style, and usual topics topics Skimming to find the theme or main idea and eliciting related prior Skimming to find the theme or main idea and eliciting related prior knowledge knowledge Reviewing vocabulary or grammatical structures Reviewing vocabulary or grammatical structures Reading over the comprehension questions to focus attention on Reading over the comprehension questions to focus attention on finding that information while reading finding that information while reading Constructing semantic webs (a graphic arrangement of concepts or Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) words showing how they are related) Doing guided practice with guessing meaning from context or Doing guided practice with guessing meaning from context or checking comprehension while reading checking comprehension while reading

Modelling of the TextModelling of the Text

GIVE STUDENTS READING MATERIAL GIVE STUDENTS READING MATERIAL TO READ, TELL THEM WHAT TO DO, TO READ, TELL THEM WHAT TO DO, WHAT TO COMPREHEND , WHAT TO WHAT TO COMPREHEND , WHAT TO FIND.FIND.

PURPOSE OF THE TEXTPURPOSE OF THE TEXT

INFORMATION/ CONTENTINFORMATION/ CONTENT

LINGUISTIC FEATURESLINGUISTIC FEATURES

TEXT STRUCTURETEXT STRUCTURE

Joint Construction and Individual Joint Construction and Individual ConstructionConstructionIn these stage, provide students the In these stage, provide students the post reading activities with activities to post reading activities with activities to construct and recall.construct and recall. what they learn in what they learn in the reading class before. Writing based on the reading class before. Writing based on the text type they learn whether in group the text type they learn whether in group or individually will be very good or individually will be very good reinforcement for their learning. reinforcement for their learning.

MICRO SKILLS FOR TEACHING MICRO SKILLS FOR TEACHING READINGREADING

Discriminate among the distinctive graphemes and orthographic Discriminate among the distinctive graphemes and orthographic patterns of Englishpatterns of EnglishRetain chunks of language of different lengths in short term memoryRetain chunks of language of different lengths in short term memoryProcess writing at an efficient rate of speed to suit the purposeProcess writing at an efficient rate of speed to suit the purposeRecognize a core of words , and interpret word order patterns and Recognize a core of words , and interpret word order patterns and their significance .their significance .Recognize grammatical word classes ( nouns, verbs etc.) systems Recognize grammatical word classes ( nouns, verbs etc.) systems ( eg tense , agreement, pluralization) patterns , rules and elliptical ( eg tense , agreement, pluralization) patterns , rules and elliptical forms.forms.Recognize that a particular meaning may be expressed in different Recognize that a particular meaning may be expressed in different grammatical formsgrammatical formsRecognize cohesive devices in written discourse and their role in Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clausessignaling the relationship between and among clausesRecognize the rhetorical forms of written discourse and their Recognize the rhetorical forms of written discourse and their significance for interpretation.significance for interpretation.

Recognize the communicative functions of the written texts, Recognize the communicative functions of the written texts, according to form and purposes.according to form and purposes.Infer context that is not explicit by using background knowledgeInfer context that is not explicit by using background knowledgeInfer links and connection between events , ideas, etc. , deduce Infer links and connection between events , ideas, etc. , deduce causes and effect and detect such relations as main idea , causes and effect and detect such relations as main idea , supporting ideas, new information, given information, generalization supporting ideas, new information, given information, generalization and exemplificationand exemplificationDistinguish between literal and implied meanings.Distinguish between literal and implied meanings.Detect culturally specific references and interpret them in a context Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.of the appropriate cultural schemata.Develop and use a battery of reading strategies such as scanning Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers , guessing the meaning and skimming, detecting discourse markers , guessing the meaning of words from contexts , and activating schemata fro interpretation of words from contexts , and activating schemata fro interpretation of the text.of the text.