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Description
Flashcards by GLORIA LISSETTE MACAL MORALES, updated more than 1 year ago
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Created by GLORIA LISSETTE MACAL MORALES
over 1 year ago
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| Question | Answer |
| How do we go about teaching reading strategies? How do we incorporate reading strategies in an ongoing classroom reading program? | |
| Students of foreign languages have reading as one of their most important goals, first to get the ability to read in a foreign language and because written texts can enhance the process of language acquisition. | Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print. |
| In first language settings, research has demonstrated at least ten major findings for reading: Instruction: The importance of developing letter-sound correspondences for beginning reading | and the importance of word recognition and the relatively complete processing. |
| Importance of developing letter–sound and word recognition. Necessity for a large recognition vocabulary. Need for reasonable reading rates | The usefulness of graphic representations. Value of extensive reading. Importance of dialogue and teacher modelling. |
| Facilitating role of Content-Based Instruction. Need for students to become strategic readers. Influence of varying social contexts on the development of reading abilities. | DILEMMAS FOR SECOND LANGUAGE READING INSTRUCTION: A most obvious dilemma for L2 instruction is the many different contexts for L2 reading instruction. |
| DILEMMA 2 A second dilemma for L2 reading instruction derives from the (U.S.-based) generative linguistic foundation of most research in second language acquisition. | DILEMMA 3 Formal aspects of language and genre structure contribute to readers’ developing comprehension and inferencing abilities. |
| DILEMMA 4 A large vocabulary is critical, not only for reading, but for all L2 language skills, for academic abilities, and for background knowledge. | DILEMMA 5 A further complication for students, in both L1 and L2 reading instruction situations, is that the social context of the student’s home environment strongly influences reading development |
| DILEMMA 6 We learn to read by reading a lot, yet reading a lot is not the emphasis of most reading curricula. | How do we motivate students to read and see reading as both useful and enjoyable? Most students do not read much or enjoy reading in their first language either. |
| The more immediate solution to this dilemma rests partly on educating administrators and teachers about the importance of extensive pleasure reading. Classrooms and libraries must be supplied with reading resources that can excite students to read. | DILEMMA 7 Although it is important that L2 students increase reading fluency, develop a large recognition vocabulary and engage in extensive reading. |
| The dilemma is that we have to make students into strategic readers rather than teach them reading strategies. How to do this is a major educational dilemma for L2 contexts, and how to do the relevant research also poses an interesting set of dilemmas. | DILEMMA 8 The dilemma is that schema theory is hardly a theory, and there is very little research which actually explores what a schema is or how it would work for reading comprehension. |
| DILEMMA 9 At some point in all students’ academic careers, they must learn to make the transition from learning to read to reading to learn other information. | |
| Reading strategies can be defined as “plans for solving problems encountered in constructing meaning” (Duffy, 1993, p. 232). | They range from bottom-up vocabulary strategies, such as looking up an unknown word in the dictionary, to more comprehensive actions, such as connecting what is being read to the reader’s background knowledge |
| ONE ESL CLASSROOM: HOW WE APPROACH GROUP READING ACTIVITIES | "I teach a reading lab class in an intensive university-level English program. The intensive program is designed to prepare students for mainstream study at either the graduate or the undergraduate level. The reading lab is one of a number of skills courses that supplement a content-based curriculum. In the reading class, we offer several activities: group reading, |
| word-recognition exercises, and individualized reading, as well as work with vocabulary" | CLASSROOM PROCESSES Effective instruction in strategic reading entails a number of classroom processes or moves. |
| 1. General strategy discussion 2. Teacher modeling 3. Student reading 4. Analysis of strategies used by the teacher or by students when thinking aloud 5. Explanation/discussion of individual strategies on a regular basis. | In general strategy discussion, reading strategies and strategic reading are defined. |
| (1) Strategies help to improve reading comprehension as well as efficiency in reading; (2) By using strategies, students will be reading in the way that expert readers do; | (3) Strategies help readers to process the text actively, to monitor their comprehension, and to connect what they are reading to their own knowledge and to other parts of the text. |
| WHAT IS EXTENSIVE READING? According to Carrell and Carson (1997, pp. 49–50), “extensive reading ... generally involves rapid reading of large quantities of material or longer readings (e.g., whole books) for general understanding, with the focus generally on the meaning of what is being | read than on the language.” Although this definition provides an overview of ER, Davis (1995, p. 329) offers one description of ER from an ELT classroom implementation perspective. |
| An extensive reading programme is a supplementary class library scheme, attached to an English course, in which pupils are given the time, encouragement, and materials to read pleasurably, at their own level, as many books as they can, without the pressures of testing or marks. | Although ER programs come under different names, including Uninterrupted Sustained Silent Reading (USSR), Drop Everything and Read (DEAR), Silent Uninterrupted Reading for Fun (SURF), and the Book Flood Approach (Elley & Mangubhai, 1983) |
| STUDENTS READ LARGE AMOUNTS OF MATERIAL STUDENTS USUALLY CHOOSE WHAT THEY WANT TO READ | READING MATERIALS VARY IN TERMS OF TOPIC AND GENRE |
| THE BENEFITS OF EXTENSIVE READING Enhanced language learning in such areas as spelling, vocabulary, grammar, and text structure 2. increased knowledge of the world 3. improved reading and writing skills | 4. greater enjoyment of reading 5. more positive attitude toward reading 6. the higher possibility of developing a reading habit |
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