TSL3106 Teaching Reading Skills and Vocabulary in the Primary ESL Classroom Lesson 1

TSL 3106TSL 3106Teaching Reading Skills and

Vocabulary in the Primary ESL Classroom

LESSON 1: INTRODUCTION TO READING IN THE PRIMARY

SCHOOL

Mohd Iskandar Daud (IPGKKB)1

Mohd Iskandar Daud Lesson 1 2012

Content:Content:

Definition of readingThe importance of readingTypes of readingFactors influencing reading

Mohd Iskandar Daud Lesson 1 2012 2

Definition of readingDefinition of readingWhat is reading?

Def: understanding the meaning of written or printed words or symbols OR Speak written or printed words aloud

(Oxford Dictionary)

Which one is more appropriate to our context of learning?


Definition of readingDefinition of readingOther famous definitions:

Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al., 1985).


Definition of readingDefinition of readingReading is the process of

constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation

(Wixson, Peters, Weber, & Roeber, 1987)


Definition of readingDefinition of reading

Drawing information from a text and combine it with information and expectations that the reader already has

Consider this headline:‘England in six-wicket collapse’

(Harmer, J., 2001)Do you understand? How? Refer to

meaning again.Mohd Iskandar Daud Lesson 1 2012 6

Definition of readingDefinition of readingThis indicates understanding a piece

of discourse involves much more than just knowing the language (Harmer, 2001)

We need ‘pre-existent knowledge of the world’ (Cook, 1989, in Harmer, 2001)

This pre-existent knowledge is often referred to as schema (pl: schemata)


Schema Theory – a text does not by itself carry meaning. The reader brings information, knowledge, emotion, experience and culture (schema) to the printed word (Brown, 2001)

Consider the following anecdote (from Brown, 2001):


Anecdote:Anecdote:A 15 year old boy got up the nerve one day to try out for the school chorus, despite the potential ridicule from classmates. His audition time made him a good 15 minutes late to the next class. His hall permit clutched nervously in his hand, he nevertheless tried surreptitiously to slip into his seat, but his entrance didn’t go unnoticed.

“And where were you?” bellowed the teacher.Caught off guard by the sudden attention, a red-faced Harold replied meekly, “Oh, uh, er somewhere between tenor and bass, sir”.


Understanding of the anecdote requires two categories of schemata: content and formal schemata

Content schemata – what we know about people, the world, culture and the universe (in this anecdote, it’s a prerequisite to understanding its humour)

Formal schemata – our knowledge about discourse structure (the storyline / what is written)


The importance of readingThe importance of readingTo know the importance reading, we have to

look at the reasons for readingTwo broad categories of reading (Harmer,

2001)1. Instrumental reading

◦ This helps us achieve some clear aim or we have some kind of utilitarian or instrumental purpose in mind – eg: reading a road sign to know where to go

2. Pleasurable reading◦ Takes place largely for pleasure – eg: poetry,

magazine, cartoons, etc (by-product: language fluency)

Note: Instrumental reading can be pleasurable too for some


The importance of readingThe importance of readingOther reasons for reading (Wallace,

1992)1. Reading for survival – the

reading we do in response to our environment to serve our immediate needs and wishes – eg: stop sign for motorists, ‘ladies’, ‘gents’, exit, etc (Just like instrumental)

2. Reading for learning – reading serves the wider role of extending our general knowledge of the world. We learn new things by reading.Mohd Iskandar Daud Lesson 1

2012 12

The importance of readingThe importance of reading3. Reading for meaning – (excluding

reading for language learning) we normally read to get something from the writing – the meaning/message (eg: facts, ideas, enjoyment, feelings, etc), we’re not interested in pronunciation or grammatical structures used.

Conclusion: Reading is important because it improves our language, gives us knowledge/information/ideas, gives us pleasure, etc


Types of readingTypes of reading

There are three types of reading:1. Reading aloud / Oral reading2. Intensive reading3. Extensive reading


CLASSROOM READING PERFORMANACE

ORAL (READING ALOUD)

SILENT

INTENSIVE EXTENSIVE

(Brown, 2001)

Reading aloud / Oral readingReading aloud / Oral reading

Def: To utter/say/render aloud words from texts

Advantages:At the beginning and intermediate

levels, reading aloud can:i. Serve as an evaluative check on bottom-up

processingii. Double as a pronunciation practiceiii. Serve to add some extra student

participation if you want to highlight a certain short segment of a reading passage


Reading aloud / Oral readingReading aloud / Oral reading

For advanced levels, usually advantage (iii) can be gained by reading aloud

Disadvantages:i. Not an authentic language activityii. While one is reading, others can easily lose

attention (or silently rehearsing the next paragraph)

iii. May have outlook appearance of students participation when in reality it is mere recitation.


Intensive readingIntensive readingWhat is intensive reading?Brown (1989) explains that intensive reading

"calls attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like." He draws an analogy to intensive reading as a "zoom lens" strategy .

Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of vocabulary and grammar points, in a short passage."


Intensive readingIntensive readingHow is it done? Intensive Reading, sometimes called "Narrow

Reading", may involve students reading selections by the same author or several texts about the same topic. When this occurs, content and grammatical structures repeat themselves and students get many opportunities to understand the meanings of the text.

The success of "Narrow Reading" on improving reading comprehension is based on the premise that the more familiar the reader is with the text, either due to the subject matter or having read other works by the same author, the more comprehension is promoted.


Characteristics of intensive readingCharacteristics of intensive reading

usually classroom based reader is intensely involved in looking inside the text students focus on linguistic or semantic details of a

reading students focus on surface structure details such as

grammar and discourse markersstudents identify key vocabularystudents may draw pictures to aid them (such as in

problem solving) texts are read carefully and thoroughly, again and

again aim is to build more language knowledge rather than

simply practice the skill of reading seen more commonly than extensive reading in

classroomsMohd Iskandar Daud Lesson 1 2012 19

Intensive readingIntensive readingMaterials:usually very short texts - not more

than 500 words in length chosen for level of difficulty and

usually, by the teacherchosen to provide the types of reading

and skills that the teacher wants to cover in the course


Intensive readingIntensive reading

Skills developed:rapid reading practice interpreting text by using:

◦Word attack skills◦Text attack skills◦Non-text information


Intensive readingIntensive readingActivities:Intensive reading exercises may

include:looking at main ideas versus detailsunderstanding what is implied versus statedmaking inferenceslooking at the order of information and how

it effects the messageidentifying words that connect one idea to

anotheridentifying words that indicate change from

one section to another


Intensive readingIntensive readingAdvantagesIt provides a base to study

structure, vocabulary and idioms.It provides a base for students to

develop a greater control of language

It provides for a check on the degree of comprehension for individual students


Intensive readingIntensive readingDisadvantagesThere is little actual practice of reading because of

the small amount of text. In a class with multi-reading abilities, students

may not be able to read at their own level because everyone in the class is reading the same material.

The text may or may not interest the reader because it was chosen by the teacher.

There is little chance to learn language patterns due to the small amount of text.

Because exercises and assessment usually follow intensive reading, students may come to associate reading with testing and not pleasure.


Extensive readingExtensive readingWhat it isBrown (1989) explains that extensive reading is

carried out "to achieve a general understanding of a text."

Long and Richards (1971, p.216) identify extensive reading as "occurring when students read large amounts of high interest material, usually out of class, concentrating on meaning, "reading for gist" and skipping unknown words."

The aims of extensive reading are to build reader confidence and enjoyment.

Extensive reading is always done for the comprehension of main ideas, not for specific details.


Extensive readingExtensive readingSupporting proponents:Nuttall (1982) wrote that the idea of

Extensive Reading should be "standard practice" in second language learning. She suggested the following ‘slogan’: "The best way to improve your knowledge of a foreign language is to go and live among the speakers . The next best way is to read extensively."


Nuttal (1998) argued the case for Extensive Reading programs citing research studies that showed "impressive" gains in reading ability, motivation and attitude, and overall linguistic competence. There was also evidence of gains in vocabulary and spelling.


Extensive readingExtensive readingSupporting proponents:Krashen (1984) supported Extensive

Reading because he felt it automatically gave rise to competence in writing. In 1993, he termed it "free voluntary reading".

Krashen (1995) argued that 'free voluntary reading" could be used a "bridge" from communicative language competence to academic language competence


Extensive readingExtensive readingSupporting proponents: Elley (1996), in his report on a study

involving 210,000 students and 10,000 teachers in 32 educational systems around the world, concluded that "instructional programs that stress teacher directed drills and skills are less beneficial in raising literacy levels than programs that try to capture students' interest and encourage them to read independently."


Extensive readingExtensive readingBackground theoryExtensive Reading: Krashen's Input Hypothesis (1982) made

a distinction between acquisition and learning. For Krashen, the dominant mode of language learning is in acquisition, the largely subconscious "picking up of the language" which characterizes language in informal settings and which is similar, if not identical, to the way children develop ability in their first language."


Krashen's Input Hypothesis (cont)Krashen's Input Hypothesis (cont)

Language acquisition represents unconscious learning which takes place when attention is focused on meaning rather than form. In order to acquire language, Krashen suggested the learner must be exposed to large amounts of second language input that was "meaningful" , interesting, relevant, not grammatically sequenced, and in a low anxiety setting. It is felt that Extensive Reading programs provide such an environment.


Extensive readingExtensive readingTypes of programs:Extensive reading may appear as any of the

following: a complement to an intensive reading program

an extra-curricular activity where students read out of class

the main focus of a reading course (termed an Extensive Reading Program) where students work with a class set of books, individual reading of material, of their own choice, with follow-up activities such as reading logs, reading journals, book reports or projects.

Eg: Class Reader Programme in M’siaMohd Iskandar Daud Lesson 1 2012 32

Extensive readingExtensive readingCharacteristics:Day and Bamford (1980) put forward ten

characteristics identified in successful Extensive Reading Programs.

Students read as much as possibleA variety of materials on a range of topics is

available. Students select what they want to read .The purposes of reading are usually related

to pleasure, information and general understanding.


Extensive readingExtensive readingCharacteristics (cont):Reading is its own reward.Reading materials are well within the

linguistic competence of the students in terms of vocabulary and grammar.

Reading is individual and silent.Reading speed is usually faster than slower. Teachers orient students to the goals of the

program.The teacher is a role model of a reader for

the students


Extensive readingExtensive readingAdvantagesThe students may:

◦ develop a "reading habit" ◦ gain more confidence in reading ◦ improve their attitude towards reading and become

more motivated to read ◦ feel more autonomous over their own learning and

more likely to take more initiative. ◦ become more " independent readers", being able to

read for different purposes and being able to change reading strategies for different kinds of texts

◦ become more aware of what's available to them to read and how to access materials

◦ expand sight vocabulary, grammar, background knowledge, etc


Extensive readingExtensive readingAdvantagesMay be combined with writing or combined with

speaking practice in a meaningful way (eg: students discuss with each other the books they have read)

Broughton (1978) - "It is by pursuing the activity of extensive reading that the volume of practice necessary to achieve rapid and efficient reading can be achieved.”

Krashen (1993) - the benefits of free voluntary reading included "enhanced language acquisition and literacy development, more ideas and information, greater success in life, loss of verbal memory, and more fun."


Extensive readingExtensive readingDisadvantages costly and time-consuming to set up if materials

are not already availablenot easy to have easy access to texts within

their language proficiency level, need texts they can read without great use of a dictionary.

may be difficult to keep students challenged to read more difficult texts as the program continues

Reading each student's journals and reports can be very time-consuming for teachers.

Aeberscold (1997) reported that feedback from students in an Extensive Reading program indicated that they liked the "choice" but not the "load“, etc


Factors influencing reading Factors influencing reading 1. Characteristics of the L1 orthogrophy – shifting

from one to another (eg: from logographic like Chinese to alphabetic like English

2. Literacy background of the learners – how learned is the learner in L1? How culturally significant is reading comm in learner’s culture? Home environment?

3. Proficiency in English - Lack of oral language proficiency means inability to connect the printed words with oral knowledge and use it, difficulty to understand concepts in print as they are related to oral language use, etc

4. Appropriate use of reading material – grammar, lexical appropriateness, familiarity with format, background knowledge, etc


Factors influencing reading Factors influencing reading

5. Disabilities - ADHD (Attention Deficit Hyperactivity Disorder), autism, dyslexia and ADD (Attention Deficit Disorder) may affect ability to read

6. Amount of Instruction and Practice - amount of reading practice children get influences their reading skill level esp. the one-on-one instruction

7. Age-Appropriate Books at Home - access to books that interest him / suitable to him will help develop a sense of reading appreciation

8. Can you suggest more?


Tutorial task:Tutorial task:

Divide yourselves into 4 groups.Discuss differences between

intensive and extensive reading and effects they have on reading.

Discuss about factors that would encourage reading among students

Present your findings in the next meeting.


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TSL3106 Teaching Reading Skills and Vocabulary in the Primary ESL Classroom Lesson 1