DEVELOPING Engaged SECOND

LANGUAGE READERSA.R Shiri

WHAT IS ENGAGED READING?

1. They read with different purposes;2. They read Fluently;3. They develop their comprehension by using what

they read;4. They are metacognitively aware of their reading

strategies;5. They are motivated readers.• There is a synergy resulting from integrating all these

characteristics that makes for a truly engaged reader.

Teaching at the intermediate level of language presents certain challanges

• ”Intermediate-level slump”(N.J.Anderson, 2008)

1) It was first identified by Chall (1967) (the fourth–grade slump).

2) It is characterized by learners who are mastering the basic principles reading(moving from learning to read to reading to learn).

From Learning to read To Reading to learn

Learning to Read• It requires learning what

shapes and lines on the page mean.

• Readers must learn the conventions.

• Narrative texts (stories) are used to teach learner how to read.

Reading to Learn• Readers use information to

increase knowledge.• Once the conventions have

been learned.• Expository texts

(information-based) are used to learn content.

Learners caught in the intermediate-level slump experience a slowing of progress

• Learners at this level of language proficiency have more to learn(inverted pyramid).

• Learning a language is not a linear process.

Initial stages of Learning to Read

• Learners can measure their success quickly.• They are able to complete basic tasks in

reading.• They are encouraged by what they can read.• They are able to follow story line successfully.

What can we expect from readers at the intermediate level?

• CEFR indicates readers are able to read personal letters, newspapers articles on familiar topics,etc.

• The vocabulary demands increase from what readers were accustomed(academic texts).

• Readers are expected to engage in identifying main ideas, scanning, and identifying conclusions.

• Those expectations should be focused on moving.

What are the purposes for which we read?

• Engaged readers have a purpose for reading.• Effective teachers will go one step further in making

sure that learners understand what the goals are.• Engaged readers are able to describe why they are

reading a particular text.• Teachers will examine the balance between narrative

and expository materials.• Our reading purposes determine the amount of

effort and time we will invest getting information.

What is fluent reading?

• Reading fluency is reading at 200 wpm with 70% comprehension while reading texts that are appropriate level.(Anderson,2009)

• Reading fluency is the ability to decode and to comprehend the text at the same time.(Samuel,2006)

• Automaticity in word recognition is one key element in fluent reading.(bottom-up reading)

How do we recognize reading comprehension?

• Engaged readers read with comprehension and are able to do something with what they read.

• Teachers need to encourage readers to know their purpose to be able to demonstrate their comprehension.

• When we are challenged to comprehend a difficult text we should” read it as though it made sense and perhaps it will”.(I.A.Richards,1942)

What does it mean to be metacognitively aware of reading strategies?

• Engaged readers are metacognitively aware of the reading strategies available to support their reading.

• Anderson points out that metacognitive awareness of strategies requires:

1) Preparing and planning,2) Deciding when to use,3) Knowing how to monitor,4) Learning how to combine,5) Evaluating.• If we want metacognitively aware learners, we must have

metacognitively aware teachers.

What can teacher do to motivate learners?

• Engaged readers are motivated.• Whose responsibility is it to motivate second

language learners?• Motivation is central in the language learning

process.• Schramm(1956):

Expectation of rewardEffort required Motivation

CONCEPTUAL UNDERPINNINGS

Reading Purposes

• Few go the next step to spell out how to focus reading toward accomplishing the purpose that one set.(Edigar,2006)

• To what extent do readers alter cognitive processes and strategies in accordance with their reason for reading?(Linderholm)

• There is a lack of alignment between classroom materials and purposeful reading instruction.(Noji,Ford,and Silva)

Reading Purposes

• Carver research with L1 readers acknowledges that one’s reading rate varies depending on the reading purpose.(scanning,600 wpm)

• These studies have important implications.1) Reading for different purposes requires the

use of different reading strategies.2) Readers must set a purpose for reading.3) Teachers need to tie reading purpose with

explicit teaching of reading strategies.

Fluent reading

• Readers can read at an appropriate rate with adequate comprehension.(bottom-up, top-down)

• Birch (2007) proposes an interactive model of the reading process that gives equal important to both top-down and bottom-up elements.

• The research on reading fluency has clear implication for teachers of L2 reading.

Proc

essi

ng S

trat

egie

sCognitive Processing strategies

Language Processing Strategies

The Text

The Goal:Fluent reading

Reader’s Knowledge Base

World Knowledge

Language Knowledge

Reading Comprehension

• RC is family of skills and activities.(decoding skills)( vocabulary , grammar, and world knowledge)(short-term memory)

• Studies have shown that vocabulary knowledge is one of the best predictors of a reader’s comprehension.

• Schmit, Jiang, and Grabe(2011)1) Task 1.Vocabulary knowledge test.(150words)2) Task2.Reading two expository academic type of

passages. 3) Task3.Responding to RCT.(14 MCQ, and 16 items in GO)

Reader 1 Reader 20

20

40

60

80

100

120

1009090

50

vocabulary knowledge Reading comprehension

Metacognitive awareness of reading strategies

• It makes learning process conscious.• It allows the learner to reflect on identifying

what the learning challange is.• It allows the learner to evaluate which

strategies can be implemented to solve the learning challange.

Motivation

• Motivation plays a central role in development of positive reading habits and attitudes.

• Motivation cannot be isolated to the intrinsic or the extrinsic motivation.

• Guilloteaux and Dornyei(2008) definition of motivational strategies for improving language learning.1) Instructional Interventions(teacher)2) Self-regulating strategies(Student)

• Teachers play an important role in motivating learners.

CLASSROOM APPLICATIONS

Balanced Reading CurriculumIn

tens

ive

Read

ing

Inst

ructi

on

Phonological instruction

Vocabulary instruction

Reading Strategies

Reading fluency

Extensive Reading Instruction

Narrative texts

Expository texts

Reading

WritingSpeakingListening

The Goal:Comprehension

Reading purposes

• Teachers must keep readers focused on the question of why?.

• This can be accomplished by incorporating a purposeful reading activities.

1) Reading in preparation and gathering information for talking with peer.

2) Reading in preparation for writing a summary.3) Completing a compare and contrast GO.

Fluent Reading

• For readers to develop appropriate levels of fluency, the text they are using must not be too difficult.

• Rate build-up Reading(60 seconds)• Shadow Reading(5 steps)• Repeated Reading(200 wpm at 70%

comprehension)• Class-paced Reading(reading rate goal)• Self-paced Reading(reading rate goal)

Reading Comprehension

• Teachers can build into their planning an explicit reading comprehension activity.

• Vocabulary acquisition is a major key to RC. • Explicit vocabulary instruction is essential for

all readers.• Rapid Word –Recognition Exercise(pre-

reading, reading, post-reading)1.healthy wealthy heady handy healthier healthy

Metacognitive awareness of reading strategies

• Kelly and Clausen-Grace four-phase framework for teaching readers to be metacognitively aware of their strategies.

a) It is designed to assist teachers in helping readers to make their comprehension visible.

b) Four phases are think-aloud, refining strategy use, letting strategy use gel, self assessment.

c) Five reading strategies: predicting, making connections, questioning, visualizing, and summarizing.

Metacognitive awareness of reading strategies

d) They emphasize writing a strong summary depends on reader’s comprehension of the text.

e) The summarizing rubric they suggest lists three categories: completeness, correctness, quality of writing

f) They provide four levels for scoring the summary.(advanced, independent, instructional, intervention)g) The value of summarizing rubric for students:• Getting to use it while they are writing,• Getting to verbalize how they are using it.

Motivation

Motivational Strategies