basic steps for reading lm 1009
DESCRIPTION
Basic Steps to Reading introduces University of Costa Rica students to core information aimed at creating awareness of essential elements in the reading comprehension process.TRANSCRIPT
BASIC STEPS FOR READINGSección de Inglés para Otras Carreras
Dr. Gilberto Hernández Quiró[email protected]
Dr. Alberto Delgado Á[email protected]
READING• According to Wikipedia, « reading a complex
cognitive process of decoding symbols for the intention of deriving meaning and/or constructing meaning. Written information is received by the retina, processed by the primary visual cortex, and interpreted in Wernicke’s area. Reading is a means of language acquisition of communication, and of sharing information and ideas. »
READING and Inclusive Education• In the reading process, we should also take into
consideration blind writing and reading methods utilized by people with a visual disability through the Braille System devised in 1825 by Louis Braille, a blind Frenchman.
Wernicke’s Area• Wernicke's area is one of the two parts of the
cerebral cortex linked since the late nineteenth century to speech (the other is Broca's area). It is involved in the understanding of written and spoken language. It is traditionally considered to consist of the posterior section of the superior temporal gyrus in the dominant cerebral hemisphere (which is the left hemisphere in about 90% of people). (view video available at http://www.youtube.com/watch?v=R4K9ROdC02k )
STAGE 1: PRE-READING STAGE
• Prediction– The reader predicts the content of the text by using:
» non-linguistic context such as pictures, graphs or charts» Linguistic context:
• Title, subtitles, typographical clues, genre (a newspaper article, a poem, a song, an essay
• The reader /the writer• Activation of prior knowledge• Key words and cognates
PRE-READING STAGE
PRACTICE: CREATE YOUR OWN WORD CLOUD
• Experience the power of words– Log on to www.wordle.net – Create your own “word cloud”
SYMBOLOGY
COGNATES
• Cognates– In a technical sense, two words that have a common origin are
cognates. Most often, cognates are words in two languages that have a common etymology and thus are similar or identical. For example, the English "kiosk" and the Spanish quiosco are cognates because they both come from the Turkish kosk.
REAL COGNATES
NATIONALITY NACIONALIDAD
INSPIRATION INSPIRACIÓN
MULTIPLICATION MULTIPLICACIÓN
INTERESTING INTERESANTE
ELEPHANTS ELEFANTES
AUTHOR AUTOR
PINE PINO
LAMP LÁMPARA
QUIET QUIETO
NARRATIVE NARRATIVO
FALSE COGNATES
EXCITED EMOCIONADO (NOT EXCITADO)
EMBARRASSED AVERGONZADO/A (NOT EMBARAZADO/A)
CARPET ALFOMBRA (NOT CARPETA)
ACTUALLY EN REALIDAD (NOT ACTUALMENTE)
MOLEST ACOSAR (NOT MOLESTAR)
ASSIST AYUDAR (NOT ASISTIR)
ATTEND ASISTIR (NOT ATENDER)
PARENTS PADRES (NOT PARIENTES)
GANG PANDILLA (NOT GANGA)
PRETEND FINGIR (NOT PRETENDER)
OTHER COGNATES IN PORTUGUES
PORTUGUÉS ESPAÑOL
PINGA / PINGAR BEBIDA / BEBER
SUCO DE MAMÃO JUGO DE PAPAYA
BRINCADEIRA JUEGO
BRINCAR JUGAR
CADEIRA SILLA
AULAS LECCIONES
PINTO PENE
BUSETA VAGINA
PRESUNTO JAMÓN
STAGE 2: WHILE-READINGGuessing word meanings by using context or cognates
Using the dictionary effectively Scanning and skimming for specific pieces of information
Paying attention to the grammatical functiona of unknown words
Predicting text content Analyzing connectors and key words
Identifying topic sentences that contain the main idea of the paragraph
Using “fix-up” strategies, such as re-reading to repair comprehension when it breaks down
Using visual and sensory images such as graphic organizers to identify the main idea of a text
Paraphrasing for the purpose of summarizing Distinguishing between general and specific ideas
Paraphrasing for the purpose of summarizing
Recognizing connecting ideas via connectors Timing readings for achieving automaticity Recognizing lexical clues (e.g. reference words)
Distinguishing between fact and opinion Analyzing and being critical Making conclusions and drawing inferences
Taking notes Relying on high frequency words Relying on morphological analysis
STAGE 3: POST READING
• Reflect upon what has been read by:– Answering questions– Summarizing main ideas– Drawing conclusions– Applying the information to a new or different situation– Evaluation what has been ready by giving opinions of points of view– Criticizing/supporting the writer’s purposes with more than just
personal opinions
TYPOGRAPHICAL SIGNS AND PUNCTUATION
• Headings and images• Fonts• Symbols and punctuation• Superscript
OTHER UNIVERSAL SYMBOLSDASH /HYPHEN
-PARENTHESIS
( )SQUARE BRACKETS
[ ]COLON
:QUOTATION MARKS
“ “ ELLIPSIS (plural ellipses)
….APOSTROPHY
‘ITALICSItalics
SLASH/
EXCLAMATION MARK!
QUESTION MARK?
SEMICOLON;
UNDERSCORE brown_karl
AT@
ASTERISK*
COPYRIGHT©
DOLLAR$
EURO€
AND&
REGISTERED TRADEMARK®
KOSHER BACKSLASH\
