TEACHING TEACHING READINGREADING

ENGLISH METHODOLOGY IIENGLISH METHODOLOGY II

PROF: R. CorreaPROF: R. Correa

I Semester 2008I Semester 2008

INTERACTIVE SOCIOGOGNITIVE INTERACTIVE SOCIOGOGNITIVE PROCESSPROCESS

TEXTTEXT

READER SOCIALCONTEXTREADER SOCIALCONTEXT

IS THERE ANY OPTIMAL WAY IS THERE ANY OPTIMAL WAY TO TEACH READING?TO TEACH READING?

From the parts to From the parts to the wholethe whole..

Overall Overall construction of construction of meaning from meaning from connected or connected or whole textswhole texts

From the parts to the whole/Overall constrution of From the parts to the whole/Overall constrution of meaningmeaning

Part CenteredPart Centered

Code-emphasisCode-emphasis

Bottom upBottom up

Socio-Socio-phsycho-phsycho-linguisticlinguistic

Meaning-Meaning-emphasisemphasis

Top-downTop-down

The bottom up view of The bottom up view of ReadingReading

It was influenced by behavorist psychology of It was influenced by behavorist psychology of the 50sthe 50s’ ’ some patterns of language some patterns of language are reinforced.are reinforced.

Today,Today, bottom up is associated to bottom up is associated to phonics phonics

( match letters with sounds). ( match letters with sounds).

The bottom up view of The bottom up view of ReadingReading

Reading is considered a linear process by Reading is considered a linear process by which readers decode a text word by word, which readers decode a text word by word, linking the words into phrases and then linking the words into phrases and then sentences. ( Gray and Rogers 1956)sentences. ( Gray and Rogers 1956)

Textual comprehension involves the adding Textual comprehension involves the adding the meaning of words to get the meaning of the meaning of words to get the meaning of clauses.clauses.

The bottom up view of The bottom up view of ReadingReading

Most activities are based on recognition and Most activities are based on recognition and recall of lexical and grammatical formsrecall of lexical and grammatical forms

The top-down view of The top-down view of ReadingReading

In the 1960’s a paradigm shift occured in the In the 1960’s a paradigm shift occured in the cognitive sciences. cognitive sciences.

Behaviorism became somehow discredited as Behaviorism became somehow discredited as the new cognitive theory represented the mindthe new cognitive theory represented the mind´s innate capacity for learning.´s innate capacity for learning.

This gave new explanatory to how humans This gave new explanatory to how humans acquired their first language and produced and acquired their first language and produced and impact in the field of ESL/EFLimpact in the field of ESL/EFL

The top-down view of The top-down view of ReadingReading

The emphasis on meaning -The emphasis on meaning -Ausebel Ausebel 1968, meaningful learning – 1968, meaningful learning – informed the informed the top-down approach.top-down approach.

In this view , Reading is not just In this view , Reading is not just extracting meaning from a text, but a extracting meaning from a text, but a process of connecting information in the process of connecting information in the text with the knowledge the reader text with the knowledge the reader brings to the act of reading.brings to the act of reading.

The top-down view of The top-down view of ReadingReading

Reading is a matter of making sense of Reading is a matter of making sense of written language rather than decoding written language rather than decoding print soundprint sound ( Smith 1994) ( Smith 1994)

The top-down view of The top-down view of ReadingReading

Schema theory: Schema theory:

It describes how the the background It describes how the the background knowledge of the learner interacts with knowledge of the learner interacts with the reading task and illustrates how a the reading task and illustrates how a student’s knowledge and previous student’s knowledge and previous experience with the world is crucial to experience with the world is crucial to deciphering a text.deciphering a text.

Schema theory and the Schema theory and the reading processreading process

Schema theory is based on the notion Schema theory is based on the notion that past experiences lead to the creation that past experiences lead to the creation of mental frameworks that help us make of mental frameworks that help us make sense of new experiences.(Nunan,1999)sense of new experiences.(Nunan,1999)

A reader comprehends a message when A reader comprehends a message when he is able to bring to mind a schema that he is able to bring to mind a schema that gives account of the objects and events gives account of the objects and events described in the message( Anderson described in the message( Anderson 1994)1994)

Schema theory and the Schema theory and the reading processreading process

A learner’s schemata will restructure A learner’s schemata will restructure itself to accomodate new information as itself to accomodate new information as that information is added to the system that information is added to the system (Ommaggio 1993)(Ommaggio 1993)

Schema theory and the Schema theory and the reading processreading process

Content and formal schemataContent and formal schemata FS: knowledgeFS: knowledge about the structure of a about the structure of a

text.text. CS: knowledge about the subject matter CS: knowledge about the subject matter

of a textof a text.. CS and FS enable students to predict CS and FS enable students to predict

events and meaning as well as to infer events and meaning as well as to infer meaning from a wider context.meaning from a wider context.

Schema theory to L2 Schema theory to L2 readingreading

Select texts that are relevant to the Select texts that are relevant to the students needs , preferences, individual students needs , preferences, individual differences and culturesdifferences and cultures

After selecting the text follow the three After selecting the text follow the three stages that are used to activate and stages that are used to activate and build students’ schemata: Pre, While and build students’ schemata: Pre, While and Post reading actvitiesPost reading actvities

Schema theory to L2 Schema theory to L2 readingreading

While schema activation and building can While schema activation and building can occur in all three stages , the pre-reading occur in all three stages , the pre-reading stage deserves special attention since it stage deserves special attention since it is here where their schemata will be is here where their schemata will be achievedachieved

Pre-reading activitiesPre-reading activities

To activate existing schemataTo activate existing schemata To build new schemataTo build new schemata To provide information to the teacher To provide information to the teacher

about what the students know.about what the students know. Devices for bridging the gap between the Devices for bridging the gap between the

text’s content and the reader’s schema text’s content and the reader’s schema (Chen & Graves 1995)(Chen & Graves 1995)

Pre-reading activitiesPre-reading activities

Formal schemataFormal schemata will be activated by will be activated by using devices such as advance using devices such as advance organizers and overviews to draw organizers and overviews to draw attention to the attention to the structure of the text.structure of the text.

Content schemata Content schemata will be activated by will be activated by using various pre-reading activities to using various pre-reading activities to help learners brainstorm and predict how help learners brainstorm and predict how how the information how the information fits fits in with their in with their previous knowledge.previous knowledge.

Pre-reading activitiesPre-reading activities

PredictingPredicting PreviewingPreviewing Semantic mappingSemantic mapping Reconciled reading lessonReconciled reading lesson

The Interactive Model The Interactive Model (IM)(IM)

This model considers the interaction This model considers the interaction between bottom-up and top-down between bottom-up and top-down processing skills.processing skills.

The IM acknowledges that lower level The IM acknowledges that lower level processing skills are essential for fluent processing skills are essential for fluent and accurate reading.and accurate reading.

The Interactive Model The Interactive Model (IM)(IM)

It emphasizes that as bottom –up It emphasizes that as bottom –up becomes more automatic , higher-. level becomes more automatic , higher-. level skills will become more engaged.skills will become more engaged.

Efficient and effective readers entails Efficient and effective readers entails both processes interacting both processes interacting simultaneously.simultaneously.

Interactive ProcessInteractive Process

Nunan (1999) “…Nunan (1999) “…reading is an interactive reading is an interactive process, in which the reader constantly process, in which the reader constantly shuttles between bottom-up and top-shuttles between bottom-up and top-down processes”( p. 254)down processes”( p. 254)

ExperimentExperiment Study the text below an answer these Study the text below an answer these

questions.As you do the task, make a questions.As you do the task, make a mental note of the strategies you use to mental note of the strategies you use to make sense of the text.make sense of the text.

How many words can you make out?How many words can you make out? What type of text do you think it is?What type of text do you think it is? What do you think the text is about?What do you think the text is about? What do you think is the purpose of the text?What do you think is the purpose of the text? What lg is the text written in?What lg is the text written in?

TOK BILOG GAVMANTOK BILOG GAVMAN

Sipos yu painim sompela Japan i les long pait, Sipos yu painim sompela Japan i les long pait, yu gifim dispela pas. Sipos i savi wakabut, i yu gifim dispela pas. Sipos i savi wakabut, i kan kam ontaim yupela nau painim soldia kan kam ontaim yupela nau painim soldia bilong yumi. Im i sik tumas, orait, yu brinim tok.bilong yumi. Im i sik tumas, orait, yu brinim tok.

Tok im gut, mipela mokan kilim ol, kalabus Tok im gut, mipela mokan kilim ol, kalabus dasol,nau salim ol iko long Astralia, na weitim dasol,nau salim ol iko long Astralia, na weitim pait i pinis.pait i pinis.

WOK BILOG GAVMAN. I GAT PEIWOK BILOG GAVMAN. I GAT PEI

To think about…To think about…

Relying too much on either top-down or Relying too much on either top-down or bottom up processing may cause bottom up processing may cause problems for beginning ESL/EFL readers.problems for beginning ESL/EFL readers.

To develop reading abilities both To develop reading abilities both approaches should be considered, as approaches should be considered, as Nunan and the interactive approach Nunan and the interactive approach suggest.suggest.

Reading Purpose and Reading Purpose and Reading Comprehension(RC) Reading Comprehension(RC)

The purpose for reading determines The purpose for reading determines

the appropriate approach to reading the appropriate approach to reading comprehension.comprehension.

THE TRANSFER HYPOTHESISTHE TRANSFER HYPOTHESIS

Good readers in a first language will be Good readers in a first language will be able to transfer their skills to the second able to transfer their skills to the second language.language.

THE TRANSFER HYPOTHESISTHE TRANSFER HYPOTHESIS

It has been found that L1, reading skill It has been found that L1, reading skill does not predict second language does not predict second language reading proficiency, especially at low and reading proficiency, especially at low and intermediate proficiency readers.intermediate proficiency readers.

Advanced readers tend to transfer them Advanced readers tend to transfer them more often.more often.

CROSS CULTURAL ASPECTS OF CROSS CULTURAL ASPECTS OF READING COMPREHENSIONREADING COMPREHENSION

It refers to the effect of background It refers to the effect of background knowledge, particularly cultural knowledge, particularly cultural knowledge, on comprehension, beyond knowledge, on comprehension, beyond grammatical complexity.grammatical complexity.

GOOD READERSGOOD READERS

GOOD READERS:GOOD READERS:

Read extensively Read extensively Integrate information in the text with Integrate information in the text with

existing knowledge existing knowledge Have a flexible reading style, Have a flexible reading style,

depending on what they are readingdepending on what they are reading

GOOD READERS:GOOD READERS:

Are motivated Are motivated Rely on different skills interacting: Rely on different skills interacting:

perceptual processing, phonemic perceptual processing, phonemic processing, recall processing, recall

Read for a purpose; reading serves a Read for a purpose; reading serves a functionfunction

THE GOOD READING TASKTHE GOOD READING TASK

makes use of authentic and challenging texts;makes use of authentic and challenging texts; provides students with a topical framework for provides students with a topical framework for

processing and analyzing the text;processing and analyzing the text; involves the students interacting with the text and with involves the students interacting with the text and with

each other;each other; involves students in direct analysis of the text instead involves students in direct analysis of the text instead

of indirect question answering;of indirect question answering; frequently it may involve the transfer of information frequently it may involve the transfer of information

from text to a visual or diagrammatic representation.from text to a visual or diagrammatic representation.

Davies (1995)Davies (1995)

DART MODELDART MODEL

Davies developed the DART( Direct Davies developed the DART( Direct Activities Related to Text) model , which Activities Related to Text) model , which includes 2 different task types, includes 2 different task types, reconstruction activities and analysis reconstruction activities and analysis activities.activities.

RECONSTRUCTION ANALYSISRECONSTRUCTION ANALYSIS( using text modified by teacher) ( using straight text)( using text modified by teacher) ( using straight text)

Text completionText completion SequencingSequencing PredictionPrediction Table completionTable completion Diagram completionDiagram completion

Text markingText marking LabelingLabeling SegmentingSegmenting Table constructionTable construction Diagram constructionDiagram construction St generated St generated

questionsquestions SummarySummary

Reading ComprehensionReading Comprehension

Reader skills and strategies Reader skills and strategies

type of text reading purposetype of text reading purpose

Strategies for Developing Strategies for Developing Reading Skills Reading Skills

PreviewingPreviewing PredictingPredicting Skimming and scanningSkimming and scanning ClusteringClustering Guessing from contextGuessing from context ParaphrasingParaphrasing InferringInferring

Strategies for Developing Strategies for Developing Reading SkillsReading Skills

Identifying genres/purposeIdentifying genres/purpose Identifying paragraph/sentence structureIdentifying paragraph/sentence structure Noticing cohesive devicesNoticing cohesive devices Using background knowledgeUsing background knowledge EvaluatingEvaluating ReviewingReviewing

How to promote Reading How to promote Reading Strategies?Strategies?

BEFORE READING: Plan for the reading taskBEFORE READING: Plan for the reading task Decide in advance what to read for Decide in advance what to read for Decide if more linguistic or background Decide if more linguistic or background

knowledge is needed knowledge is needed Determine whether to enter the text from the Determine whether to enter the text from the

top down ( overall meaning) or from the bottom top down ( overall meaning) or from the bottom up (focus on the words and phrases) up (focus on the words and phrases)

How to promote Reading How to promote Reading Strategies?Strategies?

During and After Reading: Monitor During and After Reading: Monitor comprehensioncomprehension

Verify predictions and check for Verify predictions and check for inaccurate guesses inaccurate guesses

Decide what is and is not important to Decide what is and is not important to understand understand

Reread to check comprehension Reread to check comprehension

How to promote Reading How to promote Reading Strategies?Strategies?

After Reading: Evaluate comprehension and After Reading: Evaluate comprehension and strategy use strategy use

Evaluate comprehension in a particular task or Evaluate comprehension in a particular task or area area

Evaluate overall progress in reading and in Evaluate overall progress in reading and in particular types of reading tasks particular types of reading tasks

Decide if the strategies used were appropriate Decide if the strategies used were appropriate for the purpose and for the task for the purpose and for the task

Modify strategies if necessaryModify strategies if necessary

Some conclusionsSome conclusions

Use pre-reading,schema-building Use pre-reading,schema-building tasks,particularly with lower proficiency tasks,particularly with lower proficiency students.students.

Teach learners strategies and give them Teach learners strategies and give them the opprtunity to match strategies to the the opprtunity to match strategies to the purposes.purposes.

Provide a variety of reading purposes.Provide a variety of reading purposes.

Some conclusionsSome conclusions

With higher proficiency students, develop With higher proficiency students, develop activities for helping them identify and track activities for helping them identify and track logical and referential relationships in texts.logical and referential relationships in texts.

Use activities that require students to transform Use activities that require students to transform data from one modality to another and from data from one modality to another and from textual to nontextual.textual to nontextual.

Give students opprtunities to go beyond the Give students opprtunities to go beyond the texts, evaluating and critiquing what they read.texts, evaluating and critiquing what they read.

There are worse crimes than There are worse crimes than burning books. One of them is burning books. One of them is not reading themnot reading them. .

Joseph Brodsky, Russian poet Joseph Brodsky, Russian poet

Nobel Prize in Literature (1987Nobel Prize in Literature (1987))