Teaching Reading Flashcards
teaching reading procedure -pre
- activate schemata
- lg preparation - preteaching vocab
- motivate learners to want to read the text
(Ss’ previous knowledge is activated in the activity)
teaching reading procedure -while
- help Ss to understand the specific content
- help Ss to perceive the rhetorical structure of the text
** graphic devices such as flow chart or diagrams
teaching reading procedure- post
- review the content; work on bottom up concerns (eg. grammar,vocab,discourse features)
- relate the new info to the learner’s kn.
** writing이랑 integrate하면 good!
(Ss are encouraged to use integrated skills)
bottom up processing
data-driven
moving from parts to the whole
recognize a multiplicity of linguistic signals
start with letter- sentence- longer text- comprehension
top down processing
conceptually-driven moving from whole to the parts drawing on our background kn. to understand the text meaning-based activities whole lg approach
make predictions based on background kn.
(infer the anwer by drawing on content schemata)
content schemata
general world kn.
socio-cultural kn.
topic kn.
formal schemata
rhetorical kn.
discourse kn.
Extensive reading
reading many books for enjoyment w/o focusing on classroom excercise.
reading for overall meaning and information
a variety of reading materials on a wide range of topics
-> reading fluency will consequently improve.
practice reading skills
It serves to increase Ss’ passive vocab through extensive reading.
Intensive reading
Ss are taught reading skills, vocab, and phonological instruction through short reading passage.
It followed by reading comprehension exercises
(-> bottom up approach)
Reconstruction activity 장점
- Ss develop an understanding of the structure of different txt types.
- improve reading comprehention
- become critical reader
- Ss can be aware of how texts are constructed (learn how to construct cohesive and coherent context.)
Cohesion (discourse competence 중 하나 )
Words and phrases that enable writers and speakers to establish relationshilps across sentences and that help to tie the sentences in a text together
e.g.) reference/ substitution/ ellipsis/ conjuction/lexical cohesion
** discourse markers (cohesive device) - however,therefore,as a result …
Coherence (discourse competence 중 하나 )
fitting together logically
a shared semantic referent
scanning
read quickly thorugh the text to find out specific info
The Ss are led to use the scanning strategy
authentic material의 반댓말
The T uses [simplified reading materials] to provide comprehensible input.
one-way information-gap task 의 효과, 장점
나중에 sp에 옮기기
to promote negotiation of meaning
skimming
read the text quikly to find out main ideas, w/o focusing on every word.
Graphic Organizer
It allows Ss to visualize and organize the story they’ve read.
It used the organization of hypertext that shows different aspects of schema.
A visual representation to show relationship among ideas in a text
Ss are able to see the key inforamtion in a text/ the organization of the text information/ the ways taht information is structured.
personalization
It allows Ss to apply s/t they’ve learned to their own lives and to express their own ideas,feelings,preferences and opinions.
(Personalized writing is included to consolidate what Ss have learned.)
Critical reading
Reader reacts critically to the text through relating the content of the reaing to personal standards,values,attitudes and belif. The reader focuses on the analysis of underlying textual ideologies and cultural messages.
reconstruction activity와 analysis activity 통해서 critical reading 가능함 →Interact with text
(NOT a passive and linear processing of info. )
metacognitive awarness
Ss actively monitor their “comprehsion processes” when processing a reading text. In doing so, they verify the strategies that assist them
e.g.) verbal reports
think aloud provide insights into the various options for responding to text.
planning/monitoring/evaluating
Inferencing
Identify ideas that are not explicitly stated
Involve what you know to learn s/t new
Look for clues in the text and use them to guess the text and the writers ideas.
