Theme 12: Reading Flashcards
Reading
language skill in which the receptor
develops the ability to process the input and information presented in written formats
Reading skill
Through it, learners acquire a
good sense of language structure patterns and vocabulary.
Goodman (1970) bottom-up
recognition of “letters, morphemes, syllables, words, phrases, grammatical cues, and discourse markers”
Goodman top-down reading process
requires readers to make inferences and guesses to understand their reading.
Extensive reading ( reading for pleasure) is a way to
motivate students in language acquisition.
The list of strategies proposed by Brown (2001)
Identify the purpose of studying, Bottom up deoding, Silent reading, Skim for main ideas, Scan for specific information, Semantic mapping, Guessing, Relationship between ideas, Intensive & Extensive
Differentiate literal and implied meanings
This makes part of the top-down skills.The context might be
very helpful to guess some pragmatic meaning.
Process relationships
To process a relationship between ideas, it is important to learn markers.
Analyze vocabulary
Some strategies include the
analysis of affixes, root of words, grammatical context, and semantic context.
Oral and silent reading
reading out loud is not recommendable, sometimes it can
serve to check pronunciation, and some bottom-up processing skills with beginners.
Some factors that slow reading according to Shastri (2010) are:
Moving head from side to side.
Vocalization - mouthing the words loudly.
Sub-vocalization - pronouncing the words mentally.
Regression - going back to the words
Intensive reading
Intensive reading is focal. Students are asked to read to place language markers, grammatical forms, and structure details, so they find literal meaning, It is based
on accuracy. It covers the areas of local, global, and factual
information. It is a higher-level activity
Extensive reading
is a global activity. It is meant for the
pleasure of reading novels, stories, etc. We do not always read
for specific information. When we read for enjoyment, we skip
over words and sentences to get the gist of the matter.
five comprehension types of reading
Global, Local, Referential, Inferential, Evaluative
Global
It has to do with understanding the overall organization of the text given
Local
It helps to place particular details such as names, dates, and so on. It also permits finding cause and effect, comparing, and contrasting within the text.
Referential
used to find factual information from the text.
cohesive devices of anaphora
refers to the linker that connects the earlier stated
information,
cataphora
the connectors of succeeding information.
