Teaching Reading

Sudarmono157835053

English Master Program

Point to discuss

• Introduction• Research on Reading A second Language• Types of Written Language• Characteristics of Written Language• Strategies for Reading Comprehension• Types of Classroom Reading Performance• Principles for Designing Interactive Reading

Techniques

Introduction

• Reading ability will be developed best in association with writing, listening, and speaking.

• Even in those courses that may be labeled “reading,” your goals will be best achieved by capitalizing on the interrelationship of skills, especially the reading-writing connection.

Research on Reading A second Language

1. Bottom-up and Top-down processingA combination of both processes is called interactive

reading, is almost always a primary ingredient & important ingredient in successful teaching methodology

2. Schema theory & Background knowledgeThe hallmark of which is that a text does not by itself

carry meaning. Readers bring information, knowledge, emotion, experience and culture. Schemata is plural.

Cont.3. The role of affect and cultureReading is subject to variability the affective domain. Culture plays an active role in motivating and rewarding people for literacy. 4. The power of extensive readingA key to student gains in reading ability, linguistics competence, vocabulary, spelling, and writing5. Adult literacy trainingMethods continue to apply both bottom-up (skill-based) and top-down (strategies-based)

Types of Written Language

• A genre of written language. there are literally hundreds of different types of written texts.

• Non-fiction (report, dictionary, essay, article)• Fiction (novel, shirt stories, jokes, drama)• Academic writing • Journals • Memos• Ads and etc

Characteristics of Written Language

1. Permanence Such as paper and computer disks2. Processing timeA corollary is the processing time, is time-conscious

society, which is good or bad news.3. DistanceTwo dimensions: physical distance and temporal

distance. It was written in some other place at some other time.

Cont.

4. Orthography Writing’s graphemes. Readers must do their best to infer, to interpret, and to “read between the lines.” 5. ComplexityWriting is more complex than speech. It has longer clauses and more subordination.

Cont.

6. VocabularyWritten English utilizes a greater of variety of lexical items. Learners should refrain from the frequent use of a bilingual dictionary. 7. FormalityWriting is quite formal frequently more formal than speech. Formality refers to prescribed forms.

Strategies for Reading Comprehension

1. Identify the purpose of readingMake sure the students know their purpose in

reading something2. Use graphemic rules and patterns to aid in bottom-

up decoding (especially for beginning level learners). One of difficulties students encounter in learning to read is making correspondence between spoken and written English.

3.

Cont.

3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels). Academic reading, for example, is something most learners manage to accomplish the material.4. Skim the text for main ideasIt consists of quickly running one’s eye across a whole text.

Cont.

5. Scan the text for specific informationIt is quickly searching for some particular piece of information in a text. such as looking for names, dates, definition, and key concept.6. Use semantic mapping or clusteringThe strategy of semantic mapping or grouping ideas into meaningful clusters helps reader to provide some order to the chaos.

Cont.

7. Guess when you aren’t certainThe key to successful guessing is to make it reasonably accurate. They fill in the gaps in their competence by intelligent attempts to use whatever clues. 8. Analyze VocabularyOne way for learners to make guessing pay off.

Cont.

9. Distinguish between literal and implied meaningsLiteral meaning is syntactically surface structure. Implied meaning is derived from pragmatics information. 10. Capitalize on discourse markers to process relationships. English signal relationships among ideas as expressed through phrases, clauses, and sentences.

Types of Classroom Reading Performance

Cont.

1. Oral and Silent reading2. Intensive and Extensive readingIntensive reading, analogous to intensive listening

which students focus on the linguistic or semantic details of a passage.

Extensive reading is carried out to achieve a general understanding of a usually somewhat longer text such as pleasure reading (book, long article, essays, etc)

Principles for Designing Interactive Reading Techniques

1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.

2. Use techniques that are intrinsically motivating. When students create their own material for reading and select reading material offer

3. Balance authenticity and readability in choosing texts

Cont.

4. Encourage the development of reading strategies 5. Include both bottom-up and top-down techniques6. Follow the “SQ3R”-Survey: skim the text-Question: ask question-Read: read the text

Cont.

- Recite: reprocess the salient points of the text- Review: assess the importance of what one

has just read7. Subdivide your technique into pre-reading,

during reading, and after-reading phases.8. Build in some evaluative aspect to your

techniques.

Any comments or questions?

Thank YouFor YourAttention