TReading

Question 1

Purpose of reading

Answer 1

Comprehension

Question 2

Fluent reading

Answer 2

Reading at an appropriate rate with adequate comprehension.

Question 3

Bottom-up reading

Answer 3

Ss recognize a multiplicity of linguistic signals ( letters, morphemes, syllables, words, phrases, grammar cues, discourse markers.)

Data-driven/ moving from parts to the whole

+) intensive reading / a graded reader apporach

Question 4

Top-down reading

Answer 4

Drawing on our background kn to understand the text.
Ss “make predictions” based on background kn.
Ss search the text to confirm or reject the predictions that are made.

Meaning-based approach
Conceptually-driven

Whole-lg approach
Extensive reading

(Ss need to “inference” the answer by drawing on content schemata.)

The T should focus on meaning-generating activities rather than on mastery of word recognition.

Question 5

content schemata

Answer 5

general world kn.
socio-cultural kn.
topic kn.

Question 6

formal schemata

Answer 6

rhetorical kn ( difference in genre, structure of fables, poetry)
discourse kn.

Question 7

Intensive reading

Answer 7

a short reading passage followed by textbook activities to develop comprehension and/or particular reading skill.

Ss are taught reading skills, vocab, and phonological instruction through short reading passage followed by reading comprehension exercises.

(Bottom-up approach)

Question 8

A graded reader approach

Answer 8

All reading material is carefully reviewed so that Ss are not exposed to vocab that is too difficult or that contains sounds that they’ve not yet been introduced to.

Question 9

Extensive reading

Answer 9

Reading many books for enjoyment or information w/o focusing on classroom exercise.

Reading w/o looking up all the unknown words.

Reading in quantity
Practice strategies

It’s a key to S gains in reading ability, linguistic competence, vocab, spelling and writing.

Question 10

A literature-based approach

Answer 10

Books are used which contain authentic lg.
Readers are exposed to a wide range of vocab.

(Top-down)

Question 11

Whole language approach

Answer 11

S-centered
Individual readers choose what they want to read.

(Top-down)

Question 12

Interactive model / 이것의 implication

Answer 12

a combination of (Bottom up and Top down)

The T should provide Ss with shorter passages to teach specific reading skills and strategies explicitly.

Also, the T needs to encourage Ss to read longer texts w/o an emphasis on testing their skills.

Question 13

Language Experience Approach

Answer 13

Ss experience을 가지고 reading material 만들기

focus on meaning
whole language approach
=> internal motivation 증가

Question 14

Principles for teaching reading

Answer 14

1. Building up background kn.
2. Building a strong vocab
3. Teach for comprehension
4. Work on increasing reading rate
5. Encourage Ss to use appropriate strategies

Question 15

어떻게 Building background kn.

Answer 15

by setting goals, asking questions, making predictions, teaching text structure.

Question 16

Building a strong vocab 방법

Answer 16

Basic vocab should be explicitly taught

Ss should be taught to “use context effectively” and “guess the meanings of less frequent words”

Question 17

Work on increasing reading rate

Reading fluency 관련

Answer 17

The T must find a balance between assisting Ss to improve their reading rate and developing RC skills.

속도와 정확성 모두 중요
Fluency is a combination of both reading rate and reading comprehension.

Reduce Ss’ dependence on a dictionary.

(Top-down방식)

Question 18

Encourage Ss to use appropriate strategies

Answer 18

To achieve the desired results, Ss need to learn how to use a range of reading strategies that matches their purpose for reading. ( Explicit 하게)

Question 19

Think aloud technique

Answer 19

Get Ss to verbalize their thought processes as they read.

Ss get to become more aware of their strategies to be able to describe what those strategies are.

Question 20

Classroom technique: ACTIVE

Answer 20

1. Activate prior kn.
2. Cultivate vocab : word web 사용
3. Teach for comprehension
4. Increase reading rate
5. Verify reading strategies
6. Evaluate process

Question 21

Word web

Answer 21

key concept는 중간에 ( 지문의 중심내용)

가지 뻗은 곳에 단어 채우기는 이미아는 단어로

Question 22

Increase reading rate 방법

Answer 22

Repeated reading
빠르게 여러번 읽기

It strengthens metacognitve awareness of the value of reading rate.

+) use efficient “silent reading techniques” for improving fluency.

Question 23

Evaluate process 하는 방법?

Answer 23

“reading journals” are an effective way to evaluate reading progress

무슨 전략 연습했는지 적어.

Question 24

Skimming

Answer 24

Quickly read the text for its gist

Question 25

Scanning

Answer 25

to extract specific info w/o reading through the whole text

e.g.) names, dates,,,

Question 26

Semantic mapping (clustering)

Answer 26

Grouping ideas into meaningful clusters

-> provide some order to the chaos.

Question 27

Guessing

Answer 27

meaning of a word/ a grammatical relationship (예. a pronoun reference/ discourse relationship

Accurate guesser 될 수 있도록, T should encourage Ss to use effective compensation strategies.

Question 28

Analyze vocab (= word analysis technique)

Answer 28

prefixes, suffixes, look for grammatical context, semantic context for clues.

Question 29

Discourse markers to process relationships 가르쳐야

Answer 29

Many discourse markers in Eng. signal relationships among ideas as expressed through phrases, clauses, and sentences.

=> enhance learners’ reading efficiency.

Question 30

Oral reading의 장점

Answer 30

pronunciation check

Question 31

Silent reading의 필요성

Answer 31

Silent reading is essential in order for Ss to gain any speed in the process.

Question 32

reading topic은 어때야 할까

Answer 32

relevant, interesting and motivating topics

Relevant :
real life, 학습자의 목적에 부합하는 (Ss’ goal)
( Language Experience approach에서 처럼 Have Ss create their own material for reading해도 좋다) => 장점으로는 학생 involvement 높아짐/increase motivation)

Ss are given choices in selecting reading materials (motivated)

Question 33

Criteria for choosing reading texts

Answer 33

1. Suitability of content
2. Exploitability
3. Readability

Question 34

Suitability of content

Answer 34

material that Ss will find interesting, enjoyable, challenging, appropriate for their goals in learning Engl.

Question 35

Exploitability

Answer 35

A text that facilitates the achievement of lg. and content goals, that is exploitable for instructional tasks and techniques, that is integratable w/ other skills.

Question 36

Readability

Answer 36

a text w/ lexical and structural difficulty that will challenge Ss w/o overwhelming them

Question 37

SQ3R

Answer 37

1) Survey: Skimming for an overview of main ideas.
2) Question: The reader asks Qs about what he/she wishes to get out of the text.
3) Read: Read the text while looking for the answers to the previously formulated Qs.
4) Recite: Reprocess the salient points of the text through oral or written lg.
5) Review: Assess the importance of what one has just read, and incorporate it into long-term associations.

Question 38

Pre/ while/ post reading

Answer 38

Pre) 1 -activating schemata (introducing topic, encouraging skimming, scanning,predicting)
e.g.)읽을 글이 opinion일까 아니면 facts에 관한걸까 predicting 시키기
2- lg preparation ( preteacing vocab)
3- motivate Ss to want to read the text

While)
내용측면- help Ss to understand the specific content
structure측면- rhetorical structure 가르치기
“Graphic Organizer” such as flow chart, diagrams

post)
Review the content; work on bottom up concerns (vocab, grammar, discourse features)
Relate the new info. to the learner’s kn.
follow-up writing exercising.