INTRODUCTION INTRODUCTION DEVELOPING READING & WRITING
SKILLS FOR PRIMARY SCHOOL Hamidah Mohd Ismail TSL 646
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Learning Goals Explain the definition of reading. Identify
reading purposes Describe the aims of teaching reading. Categorise
types of reading. Explain factors that influence reading
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Introduction "The more that you read, the more things you will
know. The more you learn, the more places you'll go." Dr.
Seuss
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What is reading ? WHAT DO WE READ? VARIOUS FORMS OF PRINTED
& ELECTRONIC MATERIALS SEEN OR SENSED LETTERS, SYMBOLS,
PICTURES CODES CODES
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What is reading ? WHAT DOES READING LEAD TO? RESPONSES
KNOWLEDGE, NEW UNDERSTANDING, PERFORM REQUIRED ACTION DECODES
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What is reading ? WHAT DOES READING INVOLVE? identifying the
words in print (word recognition), constructing an understanding
from them (comprehension) identifying words and making meaning so
that reading is automatic and accurate (fluency)
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What is reading ? Reading in general is defined as interpreting
means reacting to a written text as piece of communication. In
other words, we assume some communicative intent on the writers
part which the reader has some purpose in attempting to understand.
Reading in its fullest sense involves weaving together word
recognition and comprehension in a fluent manner. These three
processes are complex, and each is important
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Reading Purposes What could the reading purpose of each person
be?
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Reading purposes There are 3 general categories of reading
purposes: 1.Reading for survival 2.Reading for learning 3.Reading
for pleasure
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Reading purposes Why do people read and what motivates them to
read? 1.Survival in the real world (e.g. notices, train schedules,
manuals etc.) 2.Intellectual profit (useful content, understand the
world better) 3.Pleasure (gives pleasure e.g. reading
literature)
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List down all the kinds of texts (in any language) that you
have read in the past one month. What kind of reading (survival,
learning or pleasure) does each of the text represent? For example,
hand phone manual (reading for survival/life- support system). TAKE
A BREAK
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Aims of teaching reading readcomprehend appreciate demonstrate
The KSSR objectives for reading specifies that at the end of Year
6, students should be able to read and comprehend a range of
English texts for information and enjoyment, as well as appreciate
and demonstrate understanding of English language literary or
creative works for enjoyment
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Aims of teaching reading Help students become independent
readers. Teach how to use context, dictionary, table of contents,
etc. Develop response to a text. Develop creative and critical
thinking when responding to a text. Help students read with
adequate understanding. Read for meaning rather than reading words.
Help pupils read at appropriate speed. Read different texts at
different speeds. Help students read silently. Read silently -
human mind and eye work faster than the mouth.
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Types of Classroom Reading
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Oral reading Beginning and intermediate levels Check on
students processing skills and pronunciation Encourage active
participation Learn to incorporate variations in pitch, tone, pace,
volume, pauses, eye-contact, questions and comments in order to
produce a fluent and enjoyable delivery. But not an authentic
language activity
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Silent reading Helps concentrate on what they are reading Form
mental pictures of the topic being discussed Develop strategies
they need for reading fast, and with better comprehension Develop
the skills of reading for a purpose - focus on understanding the
content, not pronunciation intensive and extensive reading 2 major
components: intensive and extensive reading.
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Silent reading: Intensive reading Reading to understand meaning
in greater detail Classroom-oriented activity - focus on linguistic
or semantic details of a passage (grammatical forms, discourse
markers, etc.) 2 advantages: 1.Beginner & intermediate level of
students - fastest way to build vocabulary. Advanced level students
- encourage develop strategies 2.Focuses on items or strategies
that apply to any text, requires students to read the text,
provides useful feedback for the students and the teacher
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Silent reading: Extensive reading Mostly performed outside of
the classroom Builds confidence and enjoyment - comprehension of
main ideas, not for specific details. Complements as
extra-curricular activity where students read out of class
Advantages include developing reading habit amongst students,
gaining more confidence in reading, improving their attitude
towards reading and becoming more motivated to read.
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Factors Influencing Reading 1.First language literacy, 2.Level
of proficiency in English 3.Background knowledge
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Factors Influencing Reading L1literacy influences speed &
manner of reading in English. L1 reading ability may be easily
transferred to English. Positive feeling towards L2 reading comes
from positive attitude towards L1 reading (Yamashita, 2004)
Teachers should understand learners' reading attitudes in the first
as well as in the second language.
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Factors Influencing Reading Level of proficiency in English
Skilled L1 readers resort to employing poor reading strategies due
to lack of L2 proficiency They may face problems with relating the
printed words with oral knowledge and using it, understanding
concepts in print, and predicting what will be encountered in
print. Teachers should maintain an integrated approach to reading
Engage students in the oral use of the language surrounding the
topic that is being read.
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Factors Influencing Reading Background Knowledge Allow relate
text to their previous experiences - reading bocomes more personal
Activating prior knowledge (schemata) - most important aspect of
the reading experience. Teachers should ensure students have prior
knowledge on the subject related to the reading text in order to
assist them in comprehending the text Text selection based on
students prior knowledge, cultural background and interests
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In a small group, ask each other about learning to read. How
did you learn to read your native language? How did you learn to
read in the second language? How did your teacher manage the
reading lessons? Do you think there were differences in learning to
read your first and second languages? If so, what are some of these
differences? LETS DISCUSS