Teaching Reading

Teaching Reading

1. Descubrimiento de las técnicas y estrategias para enseñar la habilidad de la lectura en la lengua meta.

   • Bottom-Up Processing
     • Refers to the way it is built up from the smallest pieces of sensory information.
       • Use linguistic data-processing mechanisms to impose some sort of order on these signals.
   • Top-Down Processing
     • Refers to perception that is driven by cognition.
       • Your brain applies what it knows and what it expects to perceive and fills in the blanks, so to speak.
   • Second language Literacy.
     • As L2 materials and methods continue to apply both bottom-up and top- down models of reading to programs and curricula.

2. Reading is a skill that can be developed by some learners regardless of the quality of instruction they receive, and an able and well-prepared child can make the experience of learning to read look fairly effortless.

   • DESIGNING READING COMPREHENSION TASKS AND ACTIVITIES.
     • Before
     • Druring
     • After
     • STRATEGIES FOR READING COMPREHESION
       • Identify the purpose in reading
       • Use graphemic rules and patterns to aid bottom-up decoding.
       • Skim the text for main ideas.
       • Scan the text specific information
       • Analyze vocabulary
       • Use semántic mapping or clustering

3. Teaching Strategic Reading

   • To improve students' reading comprehension, teachers should introduce cognitive strategies of effective readers.

4. Concepts and issues related to teaching Reading.

   • Processing Time
     • Tell you how long you can expect it will take us to process an application under normal circumstances.
   • Orthography
     • Limited knowledge of orthographic representations can negatively affect L2 readers' word recognition processes and reading comprehension.
   • Vocabulary
     • All the words that exist in a particular language or subject.
   • Formality
     • Refers to the prescribed forms to which certain written messages must adhere.
   • Focus on Vocabulary
     • Findings that support a strong relation- ship between vocabulary knowledge and later reading ability.
   • MICRO AND MACRO SKILLS FOR READING COMPREHENSION
     • MACRO SKILLS
       • Infer context that is not explicit by using background Knowledge.
       • Distinguish between literal and implied meanings.
       • Recognize the communicative functions of written texts, according to form and purpose.
     • MICRO SKILLS
       • • Recognize a core of words, and interpret word order patterns and their significance.
       • • Retain chunks of language of different lengths in short-term memory.
       • • Recognize that a particular meaning may be expressed in different grammatical forms.
     • TYPES OF CLASSROOM READING PERFOMANCE.
       • Silent reading
         • Can increase a students´ understanding of a text and motivation to read.
       • Oral Reading
         • Allows educators to track the fluency, pronunciation, accuracy and overall progress of their striggling readers.
       • Intensive reading
         • Involves learners reading in detail with specific learning aims and tasks.
       • Extensive reading
         • Involves learners reading texts for enjoyment and to develop general reading skills.