READINGMAP

Honelako gehiago

Ashley Wallace Fractions

Ashley Wallace‑k egina

Responsive learning environments

Janice Leung‑k egina

Grammar Translation Method

YOSLINE MILENA ALGUTRIA‑k egina

Film

Marit Breivik Bø‑k egina

TEACHING READING

TYPES OS CLASSROOM READING PERFORMANCE

Intensive and extensive reading

EXTENSIVE Is performed to achieve a general understanding of a longer text than usual

INTENSIVE there are some activities that focus in the linguistics or in semantic details

Oral and silent reading

-Chek pronuntiation -Is not an authentic language activiy

READING AND SOCIAL CONTEXT

Be a part of the community of readers

The learners are related with reading to motivate it is for acquiring information and enjoying the reading

REASONS FOR READING

Provide good models

Positive effect in vocabulary knowledge and spelling

Useful for language acquisition

Simply for pleasure

Study purpose

READINGS LEVELS

The most useful is to read Authentic texts

Depending on the level it is possible to offer a specific text for every learner

READING PRINCIPLES

Relate the readings with activities

get an idea of the topic of the text

Encourage students to respond to the content of a text

Students must engage with the readings

Encourage students to read whenever possible

READING ACTIVITIES

Differente Responses

Predicting from words and pictures

Poetry

Following Intructions

Using Newspaper

STRATEGIES FOR READING COMPREHENSION

Capitalize on discourse markers to process relationships

Literal and Implied meanings

Analyze Vocabulary

Guess (Meaning, grammatical, cultural reference)

Use semantic mapping or clustering

Scan the text (Specific Information)

Skim the text (Main ideas)

Use efficent silent reading techniques (Intermediate to advanced)

Use graphemic rules (Beginning level)

Identify the purpose in reading

CHARACTERISTICS OF WRITTEN LANGUAGE

Formality

Related to elaborate texts

Vocabulary

Some meanings could be predicted by the context

Complexity

Readers must return to adjust their cognitive perceptions to select the useful information.

Orthography

Readers must perceive every single things and "Read between the lines"

Distance

Readers have to interpretate the language

Processing Time

Readers can read in their own rhythm

Permanence

TYPES OF WRITTEN LANGUAGE

Billd (Financial Statemebt)

Academic Writing

Newspaper

Letters

Fiction (Novels, poetry)

Non-fiction (reports, essay, article)

APPROACHES TO TEACHING READING SKILLS

ADULT LOTERANCY TRAINING

THE POWER OF EXTENSIVE READING

THE ROLE OF AFFECT AND CULTURE

SCHEMA THEORY AND BACKGROUND KNOWLEDGE

BOTTOM-UP AND TOP-DOWN PROCESSING

Top-down or conceptually drive processing readers express their own intelligence and experience to understand the text

Data-processing requires a specific knowledge of the language, readers select signals and make sense

Bottom-up processing the readers have to recognize some linguistic signals and use them