reading foundations

8/13/2019 Reading Foundations

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READINGFOUNDATIONSOBJECTIVE: By the end of the lesson studentswill be able to describe the concept of Reading

and the processes readers undergo incomprehending a text.



TALKING POINT1. When presenting a reading activity, what is the firstthing you ask your students to do? Do they begin thereading immediately? Why or why not?

2. What challenges do your students face whencompleting a reading task?



WHAT’S READING? Reading is defined as “an active, fluent prowhich involves the reader and the reading materialin building meaning ”

Anderson, N. J. (1999). Exploring second language reading. Boston, M



THE COMMUNICATIONPROCESS

SENDER A._____ENCODER F._________ B. ________

WRITER C. ____

SPEAKER MESSAGE ? D._____



THE READER AND READINGMATERIAL

There are two factors that facilitate the meaningbuilding process: The reader and the readingmaterial. When we engage in reading activitieswe use information that is printed on the page

but, we also use what we already know tomeaning.



SCHEMAIn other words, the reader’s ability and suwith reading is influenced by the reader’sknowledge, life experiences in gener al, towards reading or the topic, and so on.

Adams, M. J., & Collins, A. C. (1979). A schema-theoretic view of reading.R. Freedle(Ed.), New directions in discourse processing (pp. 1-22).



THE READING PROCESSSuccessful readers engage in several cognitiveprocesses. Carlos Sánchez Lozano (2004) arguesreading has three stages:1. d ec o d in g 2. making inferences 3. c rit ic al read in g

Sánchez Lozano, C. (2004). El desafío de enseñar la comprensilectora. Novedades Educativas



THE THREE STAGES1. During the decoding s tage , readers translate sym

into sounds or visual representations of speech.2. The second stage is when the reader

inferences , or makes guesses about the meaning.

3. The third stage is cr i t ical reading . Here the attempts to reach a global understanding of theintended meaning and seeks to identify theunderlying intentions.



The reader is able to ma judgm ents on themessage.



BIBLIOGRAPHY Anderson, N. J. (1999). Exploring second language reading. BHeinle & Heinle.

Adams, M. J., & Collins, A. C. (1979). A schema-theoretic view of reading. R. Freedle(Ed.), New directions in discourse processing (pp. 1-22).NJ: Ablex.

Sánchez Lozano, C. (2004). El desafío de enseñar la comprensiólectora. Novedades Educativas , 161, Mayo.



READING APPROACHES

These are the proc esses readers engage in w hen Reading .

1. B O TTO M-UP

2. TOP-DOW N

3 . IN TE RA C TIV E MO DE L S



BOTTOM-UP



TOP-DOWN



BIBLIOGRAPHY• Chamot, A. U., & O'Malley, J. M. (1994). In

approaches and teaching procedures. In K. S. UrbscPritchard (eds.), Kids come in all languages: Readinstruction for ESL students. Newark, DE: InternatiReading Association.

• Dechant, E. (1991). Understanding and teaching readinginteractive model. Hillsdale, NJ: Lawrence Erlbaum.• McCormick, T. W. (1988). Theories of reading in dialog

interdisciplinary study. New York: University Press of Am



SCHEMA THEORYSinghal, M, (1998). A comparison of L1 and L2 reading

differences and schema. The internet TESL journalMarch 13, 2010 from : http://iteslj.org/Artic

Read



SCHEMA (SCHEMATA PLURA

Schema is knowledge about the topic that individuaalready acquired through various experiences. These expeand knowledge are activated when reading and can helreader connect previous experiences to the content of the text.the literature, a distinction is made between three types of schemaknowledge:

1. content schema2. linguistic schema3. formal schema ( genre )



CONTENT SCHEMAContent schema refers to previous general knowledgeabout a particular topic. We use the knowledge we have a

past experiences to make connections to new informationtext. Using content schema can connect old and new informationwhich can help us understand the message of a text more clearly.The background knowledge that readers bring to the task caninclude information, ideas, beliefs and values that a reader has.



FORMAL SCHEMAFormal schema or rhetorical patterns refer to the knowlhave about the different organizations of text. For instanceessays, newspaper articles, and postcards all have differentorganization.Let’s consider an example. When you give your students

newspaper article and they look at it, provided they have beenexposed to newspaper articles in Spanish before, they will knowthat it is organized in paragraphs, that it has a headline and that itcan also have subheadings (if it is long). If students can use theirknowledge of newspaper articles to the reading task in Englishthey should know that the headline gives the topic of the piece o

news and that each paragraph has information introduced by thesubheadin s.



LINGUISTIC SCHEMAThe third type of schema is linguistic schema which refers tolinguistic information we have stored in our mind in orddecode words and their meanings.Examples about linguistic schema are the following: a) converted into past by using -ed, b) the progressive is formed by

using “be” plus the ending -ing, c) the prefix un- is used to mathe opposite of some words like “unhappy,” and so on. Thlinguistic schema is also considered data-driven, or bottom-upReaders can understand the meaning by using linguistinformation.



READING TASKRead the text Reading in the TKT Course by Mary Spratt, Alana Pulverness and Melanie WilliaFind these concepts and underline them:

ReadingCohesionCoherenceScanningSkimming

Reading for detailExtensive ReadingIntensive Reading

Now discuss the meaning of these terms with a classmate. Do you understand all the concepts?

reading foundations

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