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Teaching ReadingTeaching Reading

A Short Course inA Short Course in

Teaching Reading SkillsTeaching Reading Skills

ByBy

Beatrice MikuleckyBeatrice Mikulecky

Professor Rocky Nelson, 2009

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Teaching Reading?Teaching Reading?

A paradoxical situation exists in language A paradoxical situation exists in language classrooms around the world. Although most classrooms around the world. Although most language courses require reading, then is very language courses require reading, then is very little systematic instruction in how to little systematic instruction in how to comprehend texts.comprehend texts.

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An emphasis on reading instruction can enhance An emphasis on reading instruction can enhance the acquisition of standard English in many ways, the acquisition of standard English in many ways,

including:including: An increased awareness of the language.An increased awareness of the language. Immersion in the second language, resulting in Immersion in the second language, resulting in

increased acquisition.increased acquisition. Models for improving writing in EnglishModels for improving writing in English Success in academic studiesSuccess in academic studies Improved vocabularyImproved vocabulary Increased cultural background knowledgeIncreased cultural background knowledge And moreAnd more viivii

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Learning to Teach ReadingLearning to Teach Reading

When teaching is based on an understanding of When teaching is based on an understanding of underlying theories of reading and literacy underlying theories of reading and literacy development, teachers can be more confident development, teachers can be more confident and can plan more coherent lessons. and can plan more coherent lessons.

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What is Reading?What is Reading?

A psycholinguistic guessing game (Goodman, 1970)A psycholinguistic guessing game (Goodman, 1970)

[ read passage: p 1][ read passage: p 1]

As a reader of English, you probably engaged in the As a reader of English, you probably engaged in the following activities while you were reading.following activities while you were reading.

Sampling the text for clues to meaningSampling the text for clues to meaning Predicting what will come next, using schemaPredicting what will come next, using schema Testing this guess by further sampling of the textTesting this guess by further sampling of the text Confirming your guess or rejecting it and Confirming your guess or rejecting it and

seeking another hypothesis.seeking another hypothesis. p1p1

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Strategies of Fluent ReadersStrategies of Fluent Readers

1.1. You notice the distinctive features in letters, words, You notice the distinctive features in letters, words, and meanings.and meanings.

2.2. You guessed and took risks to predict meaning.You guessed and took risks to predict meaning.3.3. You read to identify meaning rather than individual You read to identify meaning rather than individual

letters and words.letters and words.4.4. You took an active role and applied your You took an active role and applied your

knowledge of the world and the topic you were knowledge of the world and the topic you were attempting to understandattempting to understand

5.5. You read as though you expected the text t make You read as though you expected the text t make sense.sense.

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Strategies of Fluent Readers, cont’dStrategies of Fluent Readers, cont’d

6.6. You made use of redundancies – orthographic, You made use of redundancies – orthographic, syntactic, and semantic – to reduce uncertainty about syntactic, and semantic – to reduce uncertainty about meaning.meaning.

7.7. You maintained enough speed to overcome the You maintained enough speed to overcome the limitations of visual processing and memory systems. limitations of visual processing and memory systems. (short term memory = 7 chunks)(short term memory = 7 chunks)

8.8. You constantly switched back and forth between the You constantly switched back and forth between the text and what you already know in an effort to text and what you already know in an effort to understand.understand.

You probably made several unsuccessful guesses before You probably made several unsuccessful guesses before you finally had complete comprehension.you finally had complete comprehension.

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The Reading ProcessThe Reading Process

When a person reads, two aspects of the “human When a person reads, two aspects of the “human information processing system” continuously information processing system” continuously interact; focusing on concepts (top-down) and interact; focusing on concepts (top-down) and focusing on data (bottom-up). The two focusing on data (bottom-up). The two processing strategies are employed interactively, processing strategies are employed interactively, but the ARE NOT USED EQUALLY. but the ARE NOT USED EQUALLY.

A reader who has a mastery of the text’s A reader who has a mastery of the text’s vocabulary but is unfamiliar with the topic will vocabulary but is unfamiliar with the topic will rely on word knowledge in order to comprehend rely on word knowledge in order to comprehend the text. [Compensatory Model]the text. [Compensatory Model]

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A Reading ModelA Reading Model

The reader samples the text, instantly The reader samples the text, instantly compares the data with what they already compares the data with what they already know, trying to find a match. The textual know, trying to find a match. The textual information activates prior knowledge, and information activates prior knowledge, and the prior knowledge, in turn, activates the prior knowledge, in turn, activates expectations about what is in the text.expectations about what is in the text.

If the reader is satisfied with the match If the reader is satisfied with the match between text and prior knowledge, then between text and prior knowledge, then comprehension has occurred. (AHA!)comprehension has occurred. (AHA!)

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Second Language LearnersSecond Language Learners

L2 readers, especially beginners, often rely heavily on the L2 readers, especially beginners, often rely heavily on the text, especially on the level of WORDS. Relying text, especially on the level of WORDS. Relying primarily on bottom-up processing will not always primarily on bottom-up processing will not always result in successful interpretation of the author’s result in successful interpretation of the author’s intended meaning, because the author has made intended meaning, because the author has made assumptions about the background knowledge that a assumptions about the background knowledge that a reader will bring to the text.reader will bring to the text.

Many researchers have argued that the concepts which a Many researchers have argued that the concepts which a reader brings to a text are actually MORE important reader brings to a text are actually MORE important than the text itself for comprehension.than the text itself for comprehension.

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Second Language LearnersSecond Language Learners

BUT,BUT,

When second language learners rely too heavily on When second language learners rely too heavily on top-down processing to comprehend a text, they top-down processing to comprehend a text, they can be misled if their interpretations are based can be misled if their interpretations are based on cultural schemata which do not match those on cultural schemata which do not match those the author had in mind.the author had in mind.

Our culture and prior experiences influence our Our culture and prior experiences influence our interpretations.interpretations.

[do example: More Word Power p 69][do example: More Word Power p 69] p 5p 5

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Implications for TeachersImplications for Teachers

In order for students to comprehend texts in In order for students to comprehend texts in standard English, they need to develop new standard English, they need to develop new schemata of language, text, and interpretation, schemata of language, text, and interpretation, as well as schemata of alternative cultural as well as schemata of alternative cultural practices and values.practices and values.

Teaching reading in standard English to second Teaching reading in standard English to second language learners (and other LEP students) can language learners (and other LEP students) can be seen as teaching an be seen as teaching an alternative cultural alternative cultural literacy.literacy.

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Connections between Language and LiteracyConnections between Language and Literacy

Attitudes toward reading and writing flow Attitudes toward reading and writing flow naturally out of the ways a local culture uses oral naturally out of the ways a local culture uses oral language. Is it an oral culture or a written one; is language. Is it an oral culture or a written one; is meaning individually arrived at, or a group effort?meaning individually arrived at, or a group effort?

The way ideas are organized varies across The way ideas are organized varies across cultures. [contrastive analysis]cultures. [contrastive analysis]

Cultures vary regarding their view of the role and Cultures vary regarding their view of the role and responsibility of reader and writer.responsibility of reader and writer.

Narrative structures differNarrative structures differ

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THEREFORETHEREFORE

Second language teachers often expect Second language teachers often expect reading skills to transfer from the first reading skills to transfer from the first language to the second. language to the second.

The foregoing is important evidence for The foregoing is important evidence for NOTNOT expecting that to happen! expecting that to happen!

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What Students Need to be Able to DoWhat Students Need to be Able to Do

1.1. Develop new schemata about readingDevelop new schemata about reading2.2. Break the habit of reading every wordBreak the habit of reading every word3.3. Learn how to tap their background knowledgeLearn how to tap their background knowledge4.4. Strengthen their bottom –up processing skillsStrengthen their bottom –up processing skills5.5. Learn strategies to process interactivelyLearn strategies to process interactively6.6. Learn to read fasterLearn to read faster7.7. Learn to read in English for pleasureLearn to read in English for pleasure

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Applying Research to PracticeApplying Research to Practice

Students will learn to read in English best in a Students will learn to read in English best in a class which includes, on a class which includes, on a REGULARREGULAR basis: basis:

1.1. Substantial opportunities for reading self-Substantial opportunities for reading self-selected book for pleasure and for taking bout selected book for pleasure and for taking bout their books.their books.

2.2. Focused, interactive lessons on specific Focused, interactive lessons on specific reading strategies, with opportunities to apply reading strategies, with opportunities to apply the strategies to a variety of texts.the strategies to a variety of texts.

3.3. Training and practice in speeded reading.Training and practice in speeded reading.

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Reading Strategies (Skills)Reading Strategies (Skills)

1.1. Automatic decoding (lots of SIGHT words)Automatic decoding (lots of SIGHT words)

2.2. Previewing and PredictingPreviewing and Predicting

3.3. Specifying purposeSpecifying purpose

4.4. Indentifying genreIndentifying genre

5.5. QuestioningQuestioning

6.6. ScanningScanning

7.7. Recognizing topicsRecognizing topics

8.8. Classing ideas into main topics and detailsClassing ideas into main topics and details

9.9. Locating topic sentencesLocating topic sentences 17

Strategies cont’d.Strategies cont’d.10.10. Stating the main ideaStating the main idea

11.11. Recognizing patterns between ideasRecognizing patterns between ideas

12.12. Identifying connecting words (first, second, Identifying connecting words (first, second, third)third)

13.13. Inferring the main ideaInferring the main idea

14.14. Recognizing and using referents (pronouns)Recognizing and using referents (pronouns)

15.15. Guessing unknown words from context.Guessing unknown words from context.

16.16. SkimmingSkimming

17.17. Paraphrasing, restating textsParaphrasing, restating texts18

Strategies cont’d.Strategies cont’d.18.18. SummarizingSummarizing

19.19. Drawing conclusionsDrawing conclusions

20.20. Drawing inferencesDrawing inferences

21.21. VisualizingVisualizing

22.22. Reading criticallyReading critically

23.23. Reading fasterReading faster

24.24. Adjusting reading rate according to needAdjusting reading rate according to need

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CognitionCognition

Cognitive skills are the strategies which a Cognitive skills are the strategies which a reader employs in making sense of a reader employs in making sense of a passage. Research has shown that students passage. Research has shown that students learn new strategies or thinking processes learn new strategies or thinking processes best when they are consciously aware of best when they are consciously aware of what they are doing and their purpose for what they are doing and their purpose for doing it. doing it.

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MetacognitionMetacognition

Once students are conscious of the skills and how to Once students are conscious of the skills and how to use them, students can learn to monitor their own use them, students can learn to monitor their own comprehension and apply appropriate strategies as comprehension and apply appropriate strategies as needed for making sense of a text. This is called needed for making sense of a text. This is called metacognitionmetacognition..

There are 3 types of METACOGNITION:There are 3 types of METACOGNITION:

1.1. Self-knowledge – strengths and weaknessesSelf-knowledge – strengths and weaknesses

2.2. Task knowledge – able to choose strategiesTask knowledge – able to choose strategies

3.3. Self-monitoring – being aware of one’s selfSelf-monitoring – being aware of one’s self

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Teaching Skill-Focused LessonsTeaching Skill-Focused Lessons Begin by deciding which reading strategies Begin by deciding which reading strategies

would benefit your students the most. (SORS)would benefit your students the most. (SORS) For each skill, design a sequence of exercises For each skill, design a sequence of exercises

which begins with very simple tasks and which begins with very simple tasks and gradually increases in complexity.gradually increases in complexity.

Do not include new vocabulary, grammar, Do not include new vocabulary, grammar, unfamiliar things: only one challenge at a time.unfamiliar things: only one challenge at a time.

Begin by doing the skill orally. Beginners can Begin by doing the skill orally. Beginners can do the exercise in L1 if needed to facilitate the do the exercise in L1 if needed to facilitate the development of the desired cognitive process.development of the desired cognitive process.

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Teaching Skill-Focused LessonsTeaching Skill-Focused Lessons In order to become aware of their own In order to become aware of their own

development as L2 readers, students should development as L2 readers, students should monitor themselves at first with record keeping monitor themselves at first with record keeping techniques, lists, and diaries.techniques, lists, and diaries.

In order to become aware of their own thinking In order to become aware of their own thinking processes, have students work in pairs or small processes, have students work in pairs or small groups to talk out their new strategy (also adds groups to talk out their new strategy (also adds interest and fun to the tasks)interest and fun to the tasks)

Base the lessons on issues that are interesting to Base the lessons on issues that are interesting to the entire class.the entire class.

(Day: context/explain/recycle) (Day: context/explain/recycle) p 29p 29 23

Your Lesson PlanYour Lesson Plan

1.1. Focus on one skill at a time.Focus on one skill at a time.

2.2. Explain the purpose and why it is important.Explain the purpose and why it is important.

3.3. Do a sample exercise with the whole class.Do a sample exercise with the whole class.

4.4. Assign a practice exercise to pairs of students .Assign a practice exercise to pairs of students .

5.5. When completed, discuss it with class.When completed, discuss it with class.

Ask, “what was your thinking”?Ask, “what was your thinking”?

6.6. Assign more paired exercises in days ahead.Assign more paired exercises in days ahead.

7.7. Assign individual exercises.Assign individual exercises.

8.8. Assign additional exercises as needed in future.Assign additional exercises as needed in future.

9.9. Apply the skill (and review/practice all others) in an Apply the skill (and review/practice all others) in an all-class intensive reading lesson.all-class intensive reading lesson.

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INTERACTION AND FOCUSING INTERACTION AND FOCUSING ON THINKING PROCESS ARE ON THINKING PROCESS ARE

THE KEY FEATURES OF THE KEY FEATURES OF THESE ACTIVITIESTHESE ACTIVITIES

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THE ROLE OF THE TEACHERTHE ROLE OF THE TEACHERThe teacher is the most important element!The teacher is the most important element!

The teacher should provide students:The teacher should provide students:

1.1. an anxiety free atmosphere in class so students an anxiety free atmosphere in class so students will feel free to experiment;will feel free to experiment;

2.2. practice so they will master new strategies;practice so they will master new strategies;

3.3. Pressure in the form of persuasion and timings.Pressure in the form of persuasion and timings.

Some ESSENTIAL roles of the teacher are that of Some ESSENTIAL roles of the teacher are that of model READERS, INTERPRETERS, AND model READERS, INTERPRETERS, AND THINKERS.THINKERS.

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