TReading Flashcards
Purpose of reading
Comprehension
Fluent reading
Reading at an appropriate rate with adequate comprehension.
Bottom-up reading
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
Top-down reading
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.
content schemata
general world kn.
socio-cultural kn.
topic kn.
formal schemata
rhetorical kn ( difference in genre, structure of fables, poetry) discourse kn.
Intensive reading
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)
A graded reader approach
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.
Extensive reading
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.
A literature-based approach
Books are used which contain authentic lg.
Readers are exposed to a wide range of vocab.
(Top-down)
Whole language approach
S-centered
Individual readers choose what they want to read.
(Top-down)
Interactive model / 이것의 implication
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.
Language Experience Approach
Ss experience을 가지고 reading material 만들기
focus on meaning
whole language approach
=> internal motivation 증가
Principles for teaching reading
- Building up background kn.
- Building a strong vocab
- Teach for comprehension
- Work on increasing reading rate
- Encourage Ss to use appropriate strategies
어떻게 Building background kn.
by setting goals, asking questions, making predictions, teaching text structure.
Building a strong vocab 방법
Basic vocab should be explicitly taught
Ss should be taught to “use context effectively” and “guess the meanings of less frequent words”
Work on increasing reading rate
Reading fluency 관련
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)
Encourage Ss to use appropriate strategies
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)
Think aloud technique
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.
Classroom technique: ACTIVE
- Activate prior kn.
- Cultivate vocab : word web 사용
- Teach for comprehension
- Increase reading rate
- Verify reading strategies
- Evaluate process
Word web
key concept는 중간에 ( 지문의 중심내용)
가지 뻗은 곳에 단어 채우기는 이미아는 단어로
Increase reading rate 방법
Repeated reading
빠르게 여러번 읽기
It strengthens metacognitve awareness of the value of reading rate.
+) use efficient “silent reading techniques” for improving fluency.
Evaluate process 하는 방법?
“reading journals” are an effective way to evaluate reading progress
무슨 전략 연습했는지 적어.
Skimming
Quickly read the text for its gist
Scanning
to extract specific info w/o reading through the whole text
e.g.) names, dates,,,
Semantic mapping (clustering)
Grouping ideas into meaningful clusters
-> provide some order to the chaos.
Guessing
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.
Analyze vocab (= word analysis technique)
prefixes, suffixes, look for grammatical context, semantic context for clues.
Discourse markers to process relationships 가르쳐야
Many discourse markers in Eng. signal relationships among ideas as expressed through phrases, clauses, and sentences.
=> enhance learners’ reading efficiency.
Oral reading의 장점
pronunciation check
Silent reading의 필요성
Silent reading is essential in order for Ss to gain any speed in the process.
reading topic은 어때야 할까
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)
Criteria for choosing reading texts
- Suitability of content
- Exploitability
- Readability
Suitability of content
material that Ss will find interesting, enjoyable, challenging, appropriate for their goals in learning Engl.
Exploitability
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.
Readability
a text w/ lexical and structural difficulty that will challenge Ss w/o overwhelming them
SQ3R
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.
Pre/ while/ post reading
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.
