Reading & Reading Comprehension

7/30/2019 Reading & Reading Comprehension

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The IACC, Department of Learning Limor Cohen Naftali Reading Comprehension Workshop

Reading & Reading

ComprehensionA Developing Skills Workshop

Presented byLimor Cohen Nafatli The IACC, Department of Learning
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The IACC, Department of Learning Limor Cohen Naftali Reading Comprehension Workshop

What is reading comprehension?

Understanding a written text:

Extracting the required information from it as

efficiently as possible
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___________________________________________________________________________________The IACC, Department of Learning Limor Cohen Naftali Reading Comprehension Workshop

Novels Short stories Tales Essays Diaries Anecdotes Biographies Poems Limericks Nursery rhymes Letters Postcards Telegrams Notes Newspapers Magazines

Reports

Reviews

Summaries

Pamphlets

Handbooks

TextbooksGuidebooks

Recipes

Advertisements

Travel brochures

Catalogues

Puzzles

Problems

Game rules

Instructions

Directions

Notices

Rules & regulations

Posters

Signs

Forms

Graffiti

Menus

Price lists

Tickets

Comic strips

Cartoons & caricatures

Legends

Maps

Statistics

Diagrams

Flow charts

Pie charts

Time-tables

Telephonedirectories

Phrasebooks

Dictionaries

And


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Reading for pleasure

Reading for information: To find out something

To do something with the information you get

There are 2 main reasons for reading:


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How do we read the main ways of readingare:

Skimming: quickly running ones eyes over the text

Scanning: quickly going through a text to find specificinformation

Extensive reading: reading long texts

Reading for pleasure

Intensive reading: reading short texts to extract information Reading for detail


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Skills involved when reading:

Recognizing

Understanding information

Interpreting

Transcoding information

Scanning

Skimming

Identifying the main point


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1. Start with global understanding of the text and afterwards movetowards detailed understanding:

Builds students confidence Develops awareness of how texts are organized Encourages to find out what is in the text

2. Use authentic texts3. Do not separate reading comprehension from other skills such aswriting, listening and speaking.

4. Present reading is an active skill: guessing, predicting, checking,asking questions, - responding to what is read.

5. Give flexible and varied exercises.6. Define the aim of the exercise given.7. Make a clear distinction between teaching and testing/


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What can we do in the classroom?

1. Encourage silent reading to develop efficientreading strategies

Consider the text as a whole

Accompany pictures, diagrams, Make guesses: what the text is about, who it is for, who

wrote it, where it appeared

Skim through the text to see if you were right

Ask questions referring to the content of the text Reread the text answer the questions asked


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1. Sensitizing develop strategies to cope with unfamiliarwords and complex or obscure sentences.

Inference making use of syntactic, logicaland cultural clues to discover unknownelements

Understanding relations within the sentence train to look first for the core of the sentence:

subject + verb

Linking sentences and ideas recognizingconnectors and reference words


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. Give students passages to read and ask them to time

themselves

3.

Predicting predicting or guessing what is to come nextPreviewing specific reading technique using beyond thetext information to find where the required information islikely to be

Anticipation causing an expectation of the textSkimming and scanning from a general view of the wholetext to a limited reading of the text


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How the aim is conveyed

Function of the text why was it written

Organization of the text the pattern of the text was chosento alter the message

Thematization -order of the elements in a sentence


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Understanding meaning and content:

1. Use various types of questions

2. Devise exercises in which there is no simple, obvious answer

3. Make the students active in the reading process4. Devise activities which are natural to the text: responding

to a letter, reacting to an advertisement


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Assessing the text the ability to evaluate thetext:

Being aware of the writers intention: Tone

Language used

Discuss and judge the ideas presented

Discriminating from facts and opinions
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Make it friendly

Involve the students in the reading process

Before - students choose the topics in whichthey wish to read about

Make the students think about the subject ofthe text have them ask questions

Use

pictures and titles for pre readingactivities

Use key words of the text
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Dont Forgets The teacher is the most important element in a successful reading class.

In yourclass you can boost the value of reading by providing:

Calm environment inwhich the students feel

comfortable takingrisks and trying new

ways of reading

Enough practice

so the studentscan master new

strategies

Friendly pressurein the form of

persuasion andtiming

Positiveexamples of

how toapproach a

text

A model for the kind of

thinking that goodreading requires

An inspiring

example of anenthusiastic reader


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And always add thinking skills

Guidelines for thinking skills exercises:

Do thinking skills exercises every week

Guess, work quickly the first guess isoften the right one

Dont use a dictionary guess within context

Dont translate follow ideas Add one more.


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Before we finish some questions
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Reading is a constant process of guessing.

What one brings to the text is often more important

than what one finds in it.

Students should be taught to use what they know to

understand unknown elements.


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once again,Limor Cohen Naftali

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