Reading Instructor: Professor Mavis Shang Presenters:EricMax.

ReadingReading

Instructor: Instructor:

Professor Mavis ShangProfessor Mavis Shang

Presenters: Presenters:

EricEric

MaxMax

Teaching Children Teaching Children Literacy Skills in a Literacy Skills in a Second LanguageSecond Language

IntroductionIntroduction

►Reading is probably the most important Reading is probably the most important skills for second language learners in skills for second language learners in academic context.academic context.

►The teaching of writing and oral skills is The teaching of writing and oral skills is increasingly being integrated with increasingly being integrated with reading instruction. (for both NES and reading instruction. (for both NES and ELLs)ELLs)

Reading as a Complex, Reading as a Complex, Interactive ProcessInteractive Process

►1. automatic recognition skills-1. automatic recognition skills-

►2. vocabulary and structural knowledge-2. vocabulary and structural knowledge-

►3. formal discourse structure knowledge-3. formal discourse structure knowledge-

Reading as a Complex, Reading as a Complex, Interactive ProcessInteractive Process

►4. content/word background knowledge-4. content/word background knowledge-

►5. synthesis and evaluation skills/strategie5. synthesis and evaluation skills/strategies-s-

►6. metacognitive knowledge and skills mo6. metacognitive knowledge and skills monitoring-nitoring-

Becoming Literate in a Second Becoming Literate in a Second LanguageLanguage

►There are many similarities in the process There are many similarities in the process of learning to read for ELL and NES of learning to read for ELL and NES children.children.

►Similar approaches are often used in Similar approaches are often used in classes of both native and non-native classes of both native and non-native readers.readers.

Oral Language Skills and Oral Language Skills and Academic Literacy SkillsAcademic Literacy Skills

►NES and ELL children often differ in NES and ELL children often differ in terms of the language background.terms of the language background.

►Research suggests, ELLs don’t need to Research suggests, ELLs don’t need to wait until they are orally fluent to start wait until they are orally fluent to start learning literacy skills. learning literacy skills.

The Role of the First The Role of the First Language in Literacy Language in Literacy

DevelopmentDevelopment►The relationship between The relationship between L1 and L2. L1 and L2.

Varied Experiences, Background Varied Experiences, Background Knowledge, and Cultures of ESL Knowledge, and Cultures of ESL

StudentsStudents

►Be cautious about making any Be cautious about making any assumptions about the cultural or assumptions about the cultural or language backgrounds of ELLs.language backgrounds of ELLs.

First Language Literacy: First Language Literacy: Assumptions about PrintAssumptions about Print

► 1. pictures with text1. pictures with text► 2. read left to right, front to back, top to 2. read left to right, front to back, top to bottom bottom ► 3. separate words from each other3. separate words from each other► 4. quotation marks4. quotation marks► 5. punctuation marks5. punctuation marks► 6. written language has different rules and 6. written language has different rules and

conventions from oralconventions from oral

Is there an optimal Is there an optimal way to teach reading way to teach reading

and writing?and writing?

Part-Centered (Code-Emphasis) Part-Centered (Code-Emphasis) MethodMethod

►1. phonics approaches1. phonics approaches

►2. so-called linguistic approaches2. so-called linguistic approaches

►3. a sight word approach3. a sight word approach

►4. basal reader approach4. basal reader approach

Socio-Psycholinguistic (Meaning-Socio-Psycholinguistic (Meaning-Emphasis) ApproachesEmphasis) Approaches

►1. Language Experience Approach 1. Language Experience Approach (LEA)(LEA)

►2. A Literature-Based Approach2. A Literature-Based Approach

►3. Whole Language Approach 3. Whole Language Approach

LEALEA►1. dictate a “story”1. dictate a “story”

►2. teacher or children read the story2. teacher or children read the story

►3. various extended activities3. various extended activities

►4. be able to read other’s writing.4. be able to read other’s writing.

The Phonics/Whole Language The Phonics/Whole Language DebateDebate

►Numerous studies have attempteNumerous studies have attempted to determine the relative effectid to determine the relative effectiveness of many of these methods. veness of many of these methods. Unfortunately, results have often Unfortunately, results have often been inconclusive or even contrabeen inconclusive or even contradictory. dictory.

The Review from Bond and The Review from Bond and Dykstra (1997)Dykstra (1997)

►1. systemic emphasis and teaching of 1. systemic emphasis and teaching of word study skills are necessaryword study skills are necessary

►2. eclectic programs is better than 2. eclectic programs is better than orthodox approachesorthodox approaches

►3. not all reading programs work 3. not all reading programs work equally wellequally well

The Review from Bond and The Review from Bond and Dykstra (1997)Dykstra (1997)

►4. various methods and materials 4. various methods and materials

►5. writing component5. writing component

►6. adopting certain elements from other a6. adopting certain elements from other approaches.pproaches.

Balanced Approach (whole-to-Balanced Approach (whole-to-part-to-whole) :The Instructional part-to-whole) :The Instructional

Guidelines (Guidelines (StricklandStrickland))

►1. skills and meanings should always 1. skills and meanings should always be kept together.be kept together.

►2. systemically predetermined 2. systemically predetermined instructioninstruction

►3. intensive instruction 3. intensive instruction

Balanced Approach (whole-to-Balanced Approach (whole-to-part-to-whole) :The Instructional part-to-whole) :The Instructional

Guidelines (Guidelines (StricklandStrickland))

►4. regular documentation and 4. regular documentation and assessmentassessment

►5. language arts instruction5. language arts instruction

Standard and Second Standard and Second Language Literacy Language Literacy

DevelopmentDevelopment

►The test results may not be an accuraThe test results may not be an accurate picture of learners’ true abilities ite picture of learners’ true abilities if they are not able to read, understanf they are not able to read, understand, or respond to the test question. d, or respond to the test question.

►Strategies to Facilitate SStrategies to Facilitate Second Language Literacy econd Language Literacy Development and Help SDevelopment and Help Students Achieve Standartudents Achieve Standar

d d

Expose Students to the Many Expose Students to the Many Uses of Print around ThemUses of Print around Them

►1. label items in the room.1. label items in the room.

►2. focus attention on the print.2. focus attention on the print.

►3. manage aspects of classroom 3. manage aspects of classroom business in writing.business in writing.

Expose Students to the Many Expose Students to the Many Uses of Print around ThemUses of Print around Them

►4. establish a regular place to post 4. establish a regular place to post announcement or messages.announcement or messages.

►5. record class discussions on chart 5. record class discussions on chart paper.paper.

►6. create areas in the room for specific 6. create areas in the room for specific literacy purposes. literacy purposes.

Provide Opportunities for Provide Opportunities for Children to Read More Children to Read More

Extensively on a SubjectExtensively on a Subject

►Extensive reading can be very Extensive reading can be very effective.effective.

► Internet research and projects are Internet research and projects are excellent sources. excellent sources.

Provide Authentic Purpose for Provide Authentic Purpose for Reading and WritingReading and Writing

► E-mail messagesE-mail messages

► Dialogue journalDialogue journal

► Research projectsResearch projects

► Class to class information exchange via internetClass to class information exchange via internet

Provide Scaffolding for Provide Scaffolding for LearningLearning

►Temporary supports (before ELLs are Temporary supports (before ELLs are able to do unassisted) able to do unassisted)

►Decrease or remove supports. (after Decrease or remove supports. (after ELLs are able to do unassisted) ELLs are able to do unassisted)

Use Oral Skills to Support Use Oral Skills to Support Reading and Writing Reading and Writing

DevelopmentDevelopment

►Encourage cooperative groups.Encourage cooperative groups.

►Explain orally before writing.Explain orally before writing.

►Report what they discover and accomplish.Report what they discover and accomplish.

►Put the same information into written Put the same information into written form.form.

Focus Students’ Attention on Focus Students’ Attention on Reading and Writing StrategiesReading and Writing Strategies

►ThinkingThinking

►AskingAsking

►LookingLooking

►Monitoring Monitoring

ConclusionConclusion

►Teachers need to be familiar with variTeachers need to be familiar with various approaches to teach reading so tous approaches to teach reading so that teachers can make a wise choices hat teachers can make a wise choices

about how to teach.about how to teach.

Developing Adult Developing Adult LiteraciesLiteracies

ResourcesResourcesNeedsNeedsGoalsGoals

What is English as a Second What is English as a Second Language (ESL) Literacy?Language (ESL) Literacy?

►NonliterateNonliterate

►PreliteratePreliterate

►Biliterate Biliterate

Many Learners, Many Many Learners, Many Literacies Literacies

►Prose literacy (poems)Prose literacy (poems)

►Document literacy (job application)Document literacy (job application)

►Quantitative literacy (order forms) Quantitative literacy (order forms)

Fours Themes or Purposes for Fours Themes or Purposes for Language and Literacy LearningLanguage and Literacy Learning

►Access:Access: Information Information

►Voice:Voice: Express ideas and opinion Express ideas and opinion

► Independent Action:Independent Action: solve problems solve problems

►Bridge to Future:Bridge to Future: how to learn how to learn

Basic Adult ESL/Literacy and Basic Adult ESL/Literacy and Lifelong LearningLifelong Learning

Adults have pursued their learning forAdults have pursued their learning for

► 1. Personal1. Personal

► 2. Professional2. Professional

► 3. Academic 3. Academic

Family Literacy Program Goals Family Literacy Program Goals and Modelsand Models

► 1. to support parents in promoting children’s 1. to support parents in promoting children’s school achievementschool achievement

► 2. to foster a love of reading2. to foster a love of reading

► 3. put forth for some programs 3. put forth for some programs

► 4. to reconnect the generations in positive 4. to reconnect the generations in positive waysways

Goals of Pre-employment and Goals of Pre-employment and Workplace ProgramsWorkplace Programs

►1. to get a job1. to get a job

►2. to survive on a job 2. to survive on a job

►3. to thrive on a job3. to thrive on a job

Goals of Civic ESL/Literacy Goals of Civic ESL/Literacy EducationEducation

► 1. to assist learners in preparing to 1. to assist learners in preparing to take the naturalization exam.take the naturalization exam.

a.a. Question Division Question Division

b.b. Information gap activities Information gap activities

c.c. Flash cardsFlash cards


► 2. to encourage learners who have 2. to encourage learners who have been naturalized to exercise their been naturalized to exercise their newly earned franchise with the votenewly earned franchise with the vote

a.a. A mock electionA mock election

b.b. Voting basicVoting basic

a.a. How and where to find informationHow and where to find information


► Many forms of civic participationMany forms of civic participation

a.a. Examine their beliefs Examine their beliefs

b.b. Identify and analyze issuesIdentify and analyze issues

c.c. Build skills and strategies Build skills and strategies

Orientations to Curriculum and Orientations to Curriculum and Instruction Instruction

►Mastery or Transmission of KnowledgeMastery or Transmission of Knowledge

a. Mastery-Based orientation: focuses on a. Mastery-Based orientation: focuses on linguistic structures, language skills, linguistic structures, language skills, specific content, and/ or specific content, and/ or competencies.competencies.

Orientations to Curriculum and Orientations to Curriculum and InstructionInstruction


b. Content-Based Approaches: focuses b. Content-Based Approaches: focuses on specific subject matter.on specific subject matter.



c. Competency-Based Education: an c. Competency-Based Education: an instructional objective described in instructional objective described in task-based terms.task-based terms.


► Meaning-Making or ConstructivismMeaning-Making or Constructivism

a.a. Participatory or Freirian Approach: Participatory or Freirian Approach:

*use of generative words and themes*use of generative words and themes

*the notion of teachers as facilitators *the notion of teachers as facilitators

*use of problem-posing *use of problem-posing


►Meaning-Making or ConstructivismMeaning-Making or Constructivism

b. Whole Language Approach: learners b. Whole Language Approach: learners work together to read and write for work together to read and write for and with each other and evaluate and with each other and evaluate products together.products together.


►Meaning-Making or ConstructivismMeaning-Making or Constructivism

c. Project-Based Learning: learners c. Project-Based Learning: learners investigate a question, solve a investigate a question, solve a problem, plan an event, or develop a problem, plan an event, or develop a product. product.

What Works? Continua for What Works? Continua for Observation and InquiryObservation and Inquiry

► These questions can guide our own These questions can guide our own inquiry, as we observe “what works” for inquiry, as we observe “what works” for different learners and different situation.different learners and different situation.

a.a. What is the relative emphasis on four What is the relative emphasis on four skills?skills?

b.b. How much emphasis is given to linguistic How much emphasis is given to linguistic versus nonlinguistic outcomes?versus nonlinguistic outcomes?


c. What is the extent of focus on c. What is the extent of focus on structure versus meaning-making?structure versus meaning-making?

d. How much time do learners use d. How much time do learners use language and literacy in the class?language and literacy in the class?

e. Is curriculum predetermined or does it e. Is curriculum predetermined or does it evolving learner interests?evolving learner interests?


f.f. To what extent do learners know the objeTo what extent do learners know the objectives of the lesson and have an opportunictives of the lesson and have an opportunity for input?ty for input?

Promising Directions in Adult Promising Directions in Adult ESL Literacy Instruction ESL Literacy Instruction

►1. Take an inquiring stance:1. Take an inquiring stance: practitioners who learn about learners practitioners who learn about learners are in the best position to help.are in the best position to help.

►2. Balance skills and structures with 2. Balance skills and structures with meaning-making and knowledge meaning-making and knowledge creation:creation: good at teaching language good at teaching language structures and functions structures and functions

Promising Directions in Adult Promising Directions in Adult ESL Literacy InstructionESL Literacy Instruction

► Develop “Vision-Making” Muscles:Develop “Vision-Making” Muscles:

a.a. What is our purpose?What is our purpose?

b.b. What are we hoping to make happen What are we hoping to make happen for learners who enter our classroom for learners who enter our classroom when they come in and after they when they come in and after they have left?have left?


►Demand mutual accountability :Demand mutual accountability :

*Teachers and learners would be *Teachers and learners would be responsible for each other.responsible for each other.


►Create communities of learners and comCreate communities of learners and communities of teachers: munities of teachers:

*whether in person or on-line, can provide s*whether in person or on-line, can provide support in one of the most challenging but upport in one of the most challenging but rewarding endeavors imaginable. rewarding endeavors imaginable.

Reading for Reading for Academic PurposesAcademic Purposes

(EAP)(EAP)

IntroductionIntroduction

Purposes for ReadingPurposes for Reading

►Search for informationSearch for information

►For general comprehensionFor general comprehension

►Learn new informationLearn new information

►Synthesize and evaluate informationSynthesize and evaluate information

A Definition of ReadingA Definition of Reading

►The reader draw The reader draw information from a text and information from a text and combine it with old combine it with old information and information and expectations.expectations.

What fluent readers usually What fluent readers usually do?do?

1.1. Read rapidlyRead rapidly

2.2. Recognize words rapidly and Recognize words rapidly and

automaticallyautomatically

3.3. Use large vocabulary storeUse large vocabulary store

4.4. Integrate text information with their Integrate text information with their

own knowledgeown knowledge

5.5. Recognize the purposesRecognize the purposes

What fluent readers usually What fluent readers usually do?do?

6.6. Comprehension is necessaryComprehension is necessary

7.7. Read strategicallyRead strategically

8.8. Use strategies to monitorUse strategies to monitor

9.9. Recognize and repair miscomprehensionRecognize and repair miscomprehension

10.10. Read critically and evaluateRead critically and evaluate

General Implication from Research General Implication from Research for Reading Instructionfor Reading Instruction

1.1. Build a recognition vocabularyBuild a recognition vocabulary

2.2. Provide a clear instruction to help Provide a clear instruction to help

Ss build a reasonable foundation in Ss build a reasonable foundation in

L2L2

3.3. Address the range of skillsAddress the range of skills

4.4. Introduce Ss to discourse-Introduce Ss to discourse-

organizing through some practicesorganizing through some practices

General Implication from Research General Implication from Research for Reading Instructionfor Reading Instruction

5.5. Help Ss become strategic readers Help Ss become strategic readers by focus on metacognitive by focus on metacognitive awareness and strategy learningawareness and strategy learning

6.6. Give Ss many opportunities to readGive Ss many opportunities to read

7.7. Make extensive reading and Make extensive reading and exposure to L2 textexposure to L2 text

8.8. Motivate Ss to readMotivate Ss to read

9.9. Integrate Reading and writingIntegrate Reading and writing

10.10.Develop effective content-based Develop effective content-based instructioninstruction

Goals for an Effective Goals for an Effective Reading CurriculumReading Curriculum

1.1. Conduct needs analyses to interpret Conduct needs analyses to interpret

institutional goals and expectationsinstitutional goals and expectations

2.2. Fine-tune reading curricula in Fine-tune reading curricula in

relation to specific goalsrelation to specific goals

3.3. Select appropriate materials and Select appropriate materials and

support resourcessupport resources

Goals for an Effective Goals for an Effective Reading CurriculumReading Curriculum

4.4. Diversify Ss’ reading experiencesDiversify Ss’ reading experiences

5.5. Work with texts by means of pre-, Work with texts by means of pre-,

during-, and postreading frameworkduring-, and postreading framework

6.6. Recognize the complex nature of Recognize the complex nature of

reading through meaningful reading through meaningful

instructioninstruction

Conducting Needs Conducting Needs AnalysesAnalyses

► It is especially important to examine It is especially important to examine

Ss’ motivations and attitudes toward Ss’ motivations and attitudes toward

reading in general.reading in general.

► Teachers have a responsibility to Teachers have a responsibility to

gather information about Ss’ goals, gather information about Ss’ goals,

prior reading experiences, and prior reading experiences, and

attitudes attitudes

Diversifying Ss’ Reading Diversifying Ss’ Reading ExperiencesExperiences

►Reading can develop successfully Reading can develop successfully

only if students read a large only if students read a large

amount of material.amount of material.

►Silent reading should be one part Silent reading should be one part

of every reading lesson.of every reading lesson.

Working with Texts by Working with Texts by Means of a pre-, During-, Means of a pre-, During-,

and Postreading and Postreading frameworkframework

Teachers’ choices should be guided Teachers’ choices should be guided

by instructional goals, student by instructional goals, student

readiness, text resources, and readiness, text resources, and

implications from research and implications from research and

theory.theory.

Prereading InstructionPrereading Instruction

1.1. Previewing the textPreviewing the text

2.2. Skimming the text or portions of the Skimming the text or portions of the

texttext

3.3. Answering questionsAnswering questions

4.4. Exploring key vocabularyExploring key vocabulary

5.5. Reflecting on or reviewing informationReflecting on or reviewing information

During-reading During-reading InstructionInstruction

1.1. Outlining or summarizingOutlining or summarizing

2.2. Examining emotions and attitudesExamining emotions and attitudes

3.3. Determining sourcesDetermining sources

4.4. Looking for answersLooking for answers

5.5. Writing down predictionsWriting down predictions

Postreading InstructionPostreading Instruction

1.1. Completing a graphic organizerCompleting a graphic organizer

2.2. Expanding or changing a semantic map Expanding or changing a semantic map

created earliercreated earlier

3.3. Listening to a lecture and comparing Listening to a lecture and comparing

informationinformation

4.4. Ranking the importance of informationRanking the importance of information

5.5. Answering questions Answering questions

Addressing the Complex Addressing the Complex Nature of Reading through Nature of Reading through

Meaningful InstructionMeaningful Instruction1.1. Vocabulary DevelopmentVocabulary Development

2.2. Careful Reading of TextsCareful Reading of Texts

3.3. Awareness of text structure and Awareness of text structure and discourse organizationdiscourse organization

4.4. The use of graphic organizers to The use of graphic organizers to support comprehensionsupport comprehension

5.5. Strategic readingStrategic reading

Addressing the Complex Addressing the Complex Nature of Reading through Nature of Reading through

Meaningful InstructionMeaningful Instruction

6.6. Fluency developmentFluency development

7.7. Extensive reading Extensive reading

8.8. Student motivationStudent motivation

9.9. Integrated-skills tasksIntegrated-skills tasks

Vocabulary DevelopmentVocabulary Development

►Students need to recognize a Students need to recognize a

large number of words large number of words

automatically if they want to be automatically if they want to be

fluent readers.fluent readers.

►Key words should be the most Key words should be the most

important part for a textimportant part for a text

Careful Reading of TextsCareful Reading of Texts

The careful reading requires readers The careful reading requires readers to demonstrate a good understanding to demonstrate a good understanding of details in the text.of details in the text.

1.1. Filling in blanksFilling in blanks

2.2. Determining the attitude of the writerDetermining the attitude of the writer

3.3. Listing examplesListing examples

4.4. Matching informationMatching information

Awareness of Text Structure Awareness of Text Structure and Discourse Organizationand Discourse Organization

A consistent effort to guide students A consistent effort to guide students to see the ways that texts are to see the ways that texts are structured will help them build structured will help them build stronger comprehension skillsstronger comprehension skills..

1.1. Identifying the sentencesIdentifying the sentences

2.2. Examining headings and subheadingsExamining headings and subheadings

3.3. Adding informationAdding information

4.4. Underlining transition phrasesUnderlining transition phrases

Awareness of Text Structure Awareness of Text Structure and Discourse Organizationand Discourse Organization

5.5. Explaining pronounsExplaining pronouns

6.6. Examining an inaccurate outline and Examining an inaccurate outline and

adjusting itadjusting it

7.7. Reorganizing a scrambled paragraphReorganizing a scrambled paragraph

8.8. Creating heading Creating heading

9.9. Identifying cluesIdentifying clues

Use of Graphic Organizers to Use of Graphic Organizers to Support Comprehension and Support Comprehension and

Discourse Organization Discourse Organization AwarenessAwareness

►The main goal of graphic The main goal of graphic

representations is to assist students representations is to assist students

in comprehending difficult texts.in comprehending difficult texts.

►Not all graphics representations are Not all graphics representations are

helpful.helpful.

Strategic ReadingStrategic Reading

►Major goal for academic reading Major goal for academic reading

instruction- the development of instruction- the development of

strategic readersstrategic readers

► Strategic readers understand the goals Strategic readers understand the goals

of a reading activity, have a range of of a reading activity, have a range of

well-practiced reading strategies at well-practiced reading strategies at

their disposal.their disposal.

Strategic ReadingStrategic ReadingCommon Strategies:Common Strategies:1.1. PreviewingPreviewing2.2. PredictingPredicting3.3. SummarizingSummarizing4.4. Learning new words through Learning new words through

analysisanalysis5.5. Using context to maintain Using context to maintain

comprehensioncomprehension6.6. Generating appropriate questionsGenerating appropriate questions7.7. Clarifying meaningClarifying meaning8.8. Repairing miscomprehensionRepairing miscomprehension

Fluency DevelopmentFluency Development

► Fluency involves :Fluency involves :

①① Rapid and automatic word recognitionRapid and automatic word recognition

②② The ability to recognize basic The ability to recognize basic

grammatical informationgrammatical information

③③ The rapid combination of word The rapid combination of word

meanings and structural information meanings and structural information

to create larger meaning unitsto create larger meaning units

Fluency DevelopmentFluency Development

Reasons:Reasons:

1.1. Reading fluency depends on knowing a fairly Reading fluency depends on knowing a fairly

large number of words.large number of words.

2.2. The development of words is an essential The development of words is an essential

component .component .

3.3. Oral reading is a helpful support for reading Oral reading is a helpful support for reading

development.development.

4.4. Lots of ways to promote fluency without Lots of ways to promote fluency without

requiring a significant investment in requiring a significant investment in

resources.resources.

Fluency Development- Fluency Development- ActivitiesActivities

► ““Extensive reading activity” can develop Extensive reading activity” can develop

overall fluency, rate, and word recognition.overall fluency, rate, and word recognition.

► Fluency- 1. Rereading practice Fluency- 1. Rereading practice

2.Rereading for other purposes2.Rereading for other purposes

► Rate- 1. Timed readingRate- 1. Timed reading 2. Paced reading 2. Paced reading

► Rapid recognition skills- 1. word-Rapid recognition skills- 1. word-

recognition exercises 2. flashcard practice recognition exercises 2. flashcard practice

3. rereading practice 3. rereading practice

Extensive ReadingExtensive Reading

► Extensive reading should be a central Extensive reading should be a central

component of any course with the goal component of any course with the goal

of building academic reading abilities.of building academic reading abilities.

► Students can engage in to improve Students can engage in to improve

their reading abilities by the sustained their reading abilities by the sustained

silent reading of level-appropriate silent reading of level-appropriate

texts.texts.

Extensive Reading- Ideal Extensive Reading- Ideal ConditionsConditions

1.1. Provide time for extended silent readingProvide time for extended silent reading

2.2. Create opportunitiesCreate opportunities

3.3. Find out what and why Ss like to readFind out what and why Ss like to read

4.4. Make materials interesting, attractive, Make materials interesting, attractive,

and level-appropriateand level-appropriate

5.5. Build a well-stocked, diverse class libraryBuild a well-stocked, diverse class library

6.6. Allow Ss to take texts home to readAllow Ss to take texts home to read

7.7. Create incentivesCreate incentives

Extensive Reading- Ideal Extensive Reading- Ideal ConditionsConditions

8.8. Have Ss share and recommend materialsHave Ss share and recommend materials

9.9. Keep records Keep records

10.10. Seek out class sets of textsSeek out class sets of texts

11.11. Make use of graded readersMake use of graded readers

12.12. Read interesting materials aloudRead interesting materials aloud

13.13. Visit the school library regularlyVisit the school library regularly

14.14. Create a reading lab and designate time Create a reading lab and designate time

for lab activitiesfor lab activities

Student MotivationStudent Motivation

Motivation is another key to Motivation is another key to

successful reading, but it is successful reading, but it is

typically ignored in the reading typically ignored in the reading

instruction easily.instruction easily.

Student Motivation- Student Motivation- Development WaysDevelopment Ways

1.1. Discuss the importance of reading and Discuss the importance of reading and

reasons for different activitiesreasons for different activities

2.2. T need to talk about what interests them T need to talk about what interests them

as readers and whyas readers and why

3.3. All activities should be related to course All activities should be related to course

goals which Ss have been introducedgoals which Ss have been introduced

4.4. All readings tasks should have lead-insAll readings tasks should have lead-ins

Student Motivation- Student Motivation- Development WaysDevelopment Ways

5.5. T need to build Ss’ knowledge baseT need to build Ss’ knowledge base

6.6. Teachers need to select texts and Teachers need to select texts and

adapt activities with Ss’ reading adapt activities with Ss’ reading

abilitiesabilities

7.7. T should nurture “a community of T should nurture “a community of

learners” among Sslearners” among Ss

Integrated-Skills Integrated-Skills InstructionInstruction

►Reading is used to carry out further Reading is used to carry out further

language- and content-learning tasks.language- and content-learning tasks.

► The goal for EAP curricula should be The goal for EAP curricula should be

the use of reading as a resource for the use of reading as a resource for

integrated-skills tasksintegrated-skills tasks

Reading for Academic Reading for Academic PurposesPurposes

ConclusionConclusion

Extensive Reading Extensive Reading MaterialsMaterials

►A successful extensive reading A successful extensive reading

program is that students should be program is that students should be

reading material which they can reading material which they can

understandunderstand

► Some materials succeed because the Some materials succeed because the

writers work within specific lists of writers work within specific lists of

allowed words and grammarallowed words and grammar

Setting up a LibrarySetting up a Library

►We need to build up a library of We need to build up a library of

suitable books. If possible, we could suitable books. If possible, we could

persuade the school to provide such persuade the school to provide such

funds.funds.

The Role of the Teacher in The Role of the Teacher in Extensive Reading ProgramsExtensive Reading Programs

► The role of teacher is essential and The role of teacher is essential and

crucial.crucial.

►We need to promote reading at the We need to promote reading at the

right time effectively and persuade right time effectively and persuade

students its benefits.students its benefits.

Extensive Reading TasksExtensive Reading Tasks

► Students should be allowed to choose Students should be allowed to choose

reading materials which they are reading materials which they are

interested in.interested in.

► Teacher should encourage them to Teacher should encourage them to

report back on their reading.report back on their reading.

Intensive ReadingIntensive Reading

► The roles of the teacher:The roles of the teacher:

1.1. OrganizerOrganizer

2.2. ObserverObserver

3.3. Feedback organizerFeedback organizer

4.4. PrompterPrompter

The roles of the teacherThe roles of the teacher

►Organizer:Organizer:

Teacher should tell students what Teacher should tell students what

the purpose of the reading is, and the purpose of the reading is, and

give them clear instructions.give them clear instructions.


►Observer:Observer:

Don’t interrupt students’ reading Don’t interrupt students’ reading

process and need to give them space to process and need to give them space to

do self-reading program.do self-reading program.

By observing students’ reading process By observing students’ reading process

will give us valuable information.will give us valuable information.


► Feedback Organizer:Feedback Organizer:

Teachers should give students feedback Teachers should give students feedback

when they finished the task, and check if when they finished the task, and check if

they have completed the task successfully they have completed the task successfully

or not.or not.

It is important to be supportive when we It is important to be supportive when we

give the positive feedback. This action give the positive feedback. This action

may sustain their motivation.may sustain their motivation.


► Prompter:Prompter:

When students have read a text we can When students have read a text we can

prompt them to notice language prompt them to notice language

features in the text.features in the text.

Intensive Reading: The Intensive Reading: The Vocabulary questionVocabulary question

► Generally, teachers always encourage Ss to Generally, teachers always encourage Ss to

read for general understanding without read for general understanding without

worrying about the meaning of every single worrying about the meaning of every single

words, on the other hand, Ss are desperate words, on the other hand, Ss are desperate

to know what each individual word means.to know what each individual word means.

► We can give Ss a chance to ask questions We can give Ss a chance to ask questions

about individual words or give Ss a chance about individual words or give Ss a chance

to look them up.to look them up.

Three Ways to Save timesThree Ways to Save times

1.1. Time limitTime limit

2.2. Word/phrase limitWord/phrase limit

3.3. Meaning consensusMeaning consensus

Date post:	22-Dec-2015
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Reading Instructor: Professor Mavis Shang Presenters:EricMax.

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