Reading

Reading

1. Context

   • Particular purpose
     • Constructed within a social and cultural context
       • e.g. instrction manual - newspaper editorial
       • Affect way text is written (p.o.v)
     • Guides what we read and how we read it
   • Reading changes depending on context

2. Texts

   • Use reading skills differently with different text types
     • Register - the way a situation affects the language and meaning of a text
       • Field (subject matter) - may change language used
       • tenor - people involved and their relationship
         • (speak differently to different people)
       • mode - type of language use
   • Effective readers choose the right text
     • Texts different depending on purpose
       • Words have distinctive meanings depending on field of knowledge

3. Knowledge

   • Four Sources to construct meaning - Cue Systems
     • 1. Semantic Information (knowledge about meanings, vocab)
       • Prior knowledge useful
         • more they call on, more they understand
       • word meaning, subject specific vocab, figurative language etc.
       • Link a new text to everything they already know about the topic
     • 2. Grammatical Information
       • Language and the way it works - how text constructed to achieve purpose
         • different sentence structures, maintaining fluency when reading, cohesion
           • Cohesive ties, subsitution, ellipsis, syntax, conjuctions, related words
     • 3. Phonological - graphological information
       • (How sounds of language relate to printed words)
         • Separate sounds in words, rhyme, syllables, onset and rhyme
         • Refers to language in print
           • Letter sound and letter pattern sound
             • Sound can be made by more than one letter or a group
     • 4. Visual/Pictorial Information
       • repeat info in print - visual portrayal
       • add to print by giving more info
       • Provide essentially different info
       • photo's, drawings, comics, tables graphs, diagrams, icons, tabs, bars, menu's, design features, font
       • Multimodal texts - images that go beyond written linguistic
       • needs to be related to text
         • image to caption to image again = understanding further

4. Skills

   • 1. Code Breaking Practices - decoding print information
     • turn print symbols into words that can be understood
     • Reader gives attention to recognising whole words
     • Letter sound correspondence
     • Understanding practices e.g. left to right
   • 3. Text User practices
     • to achieve social purposes
     • knowing about structure of different texts and their use in diff. social situations
     • interact with other around the texts e.g. characters, motives
     • Classroom discourse on narrative or poetry use this
   • 2. Text participant Practices
     • ways reader constructs meaning from and within text
     • Concerned with text in context and own knowledge
     • access literal and inferential meanings of text
     • prompts informed assumptions
   • 4. Text - analyst practices
     • ways readers critique underlying unstated assumptions in a text
     • reads critically - deciphers authors opinion revealed
     • detects bias and propoganda
   • good metacognitive strategies promote effective reading

5. Model of Reading

   • 1. context of culture
   • 2. context of situation
   • 3. Purpose of reading
   • 4. selecting text

6. Basic strategies of Reading

   • Sample, skim, scan, select
     • Predict meaning
       • Confirm
         • correct