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Train Learners to be Skilled Readers

Train Learners to be Skilled Readers. Pengpeng. ENTER. Contents. Definitions of Reading Types of Reading Models of Reading Process Task Feedback Cycle Core Reading Activities My Application Characteristics. Definitions of Reading.

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Train Learners to be Skilled Readers

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  1. Train Learners to be Skilled Readers Pengpeng ENTER

  2. Contents • Definitions of Reading • Types of Reading • Models of Reading Process • Task Feedback Cycle • Core Reading Activities • My Application • Characteristics

  3. Definitions of Reading • Reading=knowledge of language interacting with the knowledge of the world and how it applies to text ( Perfetti, 1985) • Reading is an invisible process. Most teachers take the process for granted and go directly to the creation of a related product(e.g. asking students to answer comprehension questions orally or in writing (Eskey, 2002)

  4. Types of Reading • Scanning (600 w /pm ) • Skimming (450 w/pm ) • Rauding ( Normal, general comprehension) (300 w/pm ) • Learning (more pauses and regression) (200w/pm ) • Memorizing (138w/pm)

  5. Models of Reading Process • Bottom Up Model (Gough ’72) • Top Down Model (Goodman ’67) • Interactive (Rumelhart ’77) • Construction-Integration Model of Discourse Processing (Kintsch 1988, 1994) • Construction Integration Model (Con’t)

  6. Task Feedback Cycle • Stage 1 : Pre-reading tasks(Schema activitation) • Stage 2: Set Clear Task: what, why, how when…!!! • Three Core Activities • Core 1 : Controlled • Evaluation (could they do it?) • Core 2: Less Controlled • Evaluation (could they do it?) • Core 3: Free/Application • Evaluation (could they do it?) • Stage 3: Post-reading Tasks • Closure

  7. Core Reading Activities • jigsaw outline • matching story completion • chronological order cloze • problem solving comprehension • complete charts questions • word search True/False • summary Crossword puzzle • scan for details multuiple choice • identity key words fill in blanks • skim for main idea paraphrase • categorize questionnaire • visualizing/drawing information gap • flash cards marginal notes • word banks predicting • dictionary skills ….

  8. Characteristics • Train learners to be skilled readers (A reading teacher must teach productive reading strategies); • Hirvela (2004) states that it is impossible to be a skilled writer without being a skilled reader; • University writing entails reading texts and writing skillfully about them by synthesising ideas and often critically assessing the ideas; • A reading teacher’s roles are: mentor, model or stimulator rather than the provider of the correct answers; • Learners’ major problems must be determined by interacting directly with a given group of readers as they read(Group work, peers’ help). • A reading skill –Integrated tasks-group work ENTER

  9. My Teacher Belief • Learning by doing. (Practice makes perfect) • Teach how to learn ,how to work together and how to be a popular person rather than teach textbooks.( design integrated activity) • Peers’ help counts.

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