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Principles and TechniquesPrinciples and Techniques

for teaching readingfor teaching reading

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Principles and Techniques for teaching readingPrinciples and Techniques for teaching reading( Anderson, N (2003); Nuttal, C. (1996) )( Anderson, N (2003); Nuttal, C. (1996) )

Exploit the reader¶s background1

Build a strong vocabulary base

- Word attack skills2

Teach for comprehension3

Work on increasing reading rate4

Teaching reading strategies

- Encourage readers to transform

strategies into skills5

ACTIVE technique6

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1. Exploit the reader¶s background knowledge

A reader¶s background knowledge can

influence reading comprehension.(Carrell, 1983; Carrell and Connor,1991)

Background knowledge includes all of theexperiences that a reader brings to a text :

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life experiences

With an unfamiliar topic, begin thereading process by building up

background knowledge.

Ex.

educational experiences

knowledge of how text can beorganised rhetorically

cultural background and knowledge

knowledge of how the second lg. works

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A strong vocab. base successful reading

2. Build a strong vocabulary base

Anderson, N :

-

Basic vocab. should be explicitly taught- L2 readers should be taught to use contextto effectively guess the meanings of lessfrequent vocabulary

Levine and Reves (1990) stress a great needfor a teaching program that build general,basic vocabulary

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vocabulary issues in a reading program

Nuttal (1996) proposes :

A. Providing a program of organised vocab.development

Word Attack Skills

1. the interpretation of structural clues2. inference from context

3. the use of dictionary

B. Freeing students from the dictionary

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1. the interpretation of structural clues

USE grammatical function of the word: its

place in the sentence

EX. The museum houses many valuableancient treasures.

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USE morphology of the word : its internalstructure (base, prefix, suffix)

EX. educate capable

education incapable

educable capability

ineducable incapabilityuneducated

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- get arough idea of a word¶s meaning

from the context in which itoccurred ; and with everysubsequent occurrence , themeaning became more precise

2. inference from context :

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EX. Accumulating meaning : tock 

She poured the water into a tock .

Then, lifting the tock , she drank.

Unfortunately, as she was settingit down again, the tock slippedfrom her hand and broke.

Only the handle remained in onepiece.

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3. the use of a dictionary

When ?

meaning / understanding is interrupted

word(s) cannot be inferred from context

Exercises

How ?

Guide words

Word entry

Alphabetical order

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3. Teach for comprehension

Assist students in the process of constructing meaning from text

(interactive model of reading)

Pre, While, Post reading activities

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4. Work on increasing reading rate

T must work towards finding a balancebetween assisting Ss to improve theirreading rate and to develop their readingcomprehension skills.

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Focus fluent readers, not speed readers

( A fluent reader = one who reads at a rate of 200 words per minute with at least 70%comprehension )

Focus to teach readers to REDUCEtheir dependence on a dictionary

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5. Teaching reading strategies

³Strategies´ are the tools for active, self-directedinvolvement that is necessary for developingcommunicative ability.

Strategies are not a single event, but rather a

creative sequence of events that learners activelyuse. (Oxford, 1996)

To achieve the desired results in reading, ss need to

learn how to use a range of reading strategies thatmatch their purpose of reading.

A prime consideration in the reading class

(Anderson, 1991; Chamol and O¶Malley, 1994)

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Q. Is there ONE single set of processingstrategies that significantlycontribute to success in L2 reading

tasks?Ans. No.

Anderson, 1991 : Strategic reading means notonly knowing what strategy to use, but alsoknowing how to use and integrate a range of strategies.

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Strategies & skills

Conscious action thatls take to achieve desiredgoals or objectives

A skill

=a strategy that hasbecome automatic

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Ex.Guessing the meaning of 

unknown vocab. from context

YesStrategy

Skill Yes

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When a reader is first introduced to this concept and ispracticing, s/he is using a strategy.

( The use of strategy is conscious during the

learning and practice stages )

As ls consciously learn and practice specific readingstrategies, the strategies move from conscious tounconscious; from strategy to skill.

As the ability to guess unfamiliar vocab. from contextbecomes automatic, the reader moves from using aconscious strategy to using an unconscious skill.

Strategy --- > Strategy --- > Strategy --- > Skill

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The goal for explicit strategy instruction

-Move reader from conscious control of reading strategies to unconscious use of reading skills.

- Help readers to transform strategies intoskills -skilled readers.

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6. ACTIVE as classroom techniques

Anderson, N (2003) proposes a teachingsystem for reading around the word ACTIVE

A Activate prior knowledge

C Cultivate vocabulary

T Teach for comprehension

I Increase reading rateV Verify reading strategies

E Evaluate progress