1. 1. THEWRITERTHE TEXTTHEREADERThe dialoguebetween thereader and thewriter takesplace via the text.
2. 2. THE PSYCHOLINGUISTIC - COGNITIVE APPROACH.LEARNER -CENTERED.PRIOR KNOWLEDGESCHEMA
3. 3. READING APPROACHES.A series of stages thatproceed in a fixed orderfrom sensory input tocomprehensionBOTTOM - UPINTERACTIVE VIEW Combination ofboth.TOP - DOWNContinuum process ofchanging hypothesis aboutthe incoming information
4. 4. TOP - DOWNPriorknowledgePurposefor readingBut HOWWritingconventionsInterpretation/UnderstandingBOTTOM - UPLanguageknowledgeReadingstrategies
5. 5. Is this text aboutadvantages ordisadvantages?Television viewers gradually becomepassive in their action. Television maybe a splendid media ofcommunication, but it prevents us fromcommunicating with each other or withthe outer world. The world seenthrough television is only the restrictedone: It separates us from the realworld.The reader of this text must be able torecognize some of the key words andtheir exact meanings in order tounderstand the point being made by theauthor. ( passive, communication,restricted)http://www.studymode.com/essays/Advantages-And-Disadvantages-Of-Tv-199809.html
6. 6. WRITING AS COMMUNICATIONWriting ReaderDecontextualized DistantProduction ReceptorTime PlaceWritingSpeakingConsiders andaccommodates anabsent readingaudience to his orher ideasReads andcomprehends
7. 7. The Reader basedApproachto WritingDeveloped by Bereiter and Scardamalia in 1987.Views writing as aiming to produce a text that can be read successfully.The writer has the responsibility of creating a text that accommodates to thepotential reader.The writer has to be fully committed both to the content and to the form of thewritten text.The writer must develop evaluation and reformulation strategies in the writing process.
8. 8. WRITING FOR A READER-MATCHINGTHE WRITERS AND READERS SCHEMATAThe ReaderConsiderationProcess involvesThe reader (the audience) and his/ her needsBackground KnowledgePotential content schemataUSEBeing Sensitive to...ELABORATION SKILLSTO CREATE A COMPREHENSIBLEANDCOMMUNICATIVE TEXT
9. 9. kkkjjTHE INTERACTIONIST APPROACH TO WRITINGReader and Writer develop a deeperunderstanding of the process throughshared experience with various textsIntertextualityCycle of ActivitiesA preparatory stageA first draftEvaluative dialoguesA rewriting of the textAn editing process
10. 10. THE COMPOSING PROCESSBerlinsModelGricesMaximsWriter (Knower)The Audience (Reader)RealityLanguage of a writtentextTop DownBottom upQuantityQualityRelevanceMannerTop DownBottom up
11. 11. The Effective Reader
12. 12. Information Gap
13. 13. Difficulties Encountered by ReadersWhile Reading
14. 14. Global Processing Difficulties Mismatch between the readers view ofthe world and the view presented inthe text. A reader who approaches the text withpreconceived expectations mightmisread the message. A reader who may not understandsome of the key words.
15. 15. Where did the textappear and what dowe know about thebook where itappeared?Who is the author and what do weknow about him/her ?When was the article or textpublished and what were the issuesof concern at that time ?Teachers can help studentsto recognize some of thefeatures related to theinteraction between globalcoherence and localcoherence by asking thesequestions.Strategies that combine top-downprocessing withscanning the text for keysentences can help thereader construct the overallcoherence of the text.??
16. 16. GrammaticalFeatures thatcauseReadingDifficultiesNOUNPHRASEADJECTIVALCLAUSESA Noun Phrase may be due to a multiplemodifiers, relative clauses with deleted relativepronouns and compound modifier inprenominal position.The complexity of the resultingstructure may cause readersdifficulties recognizing the headnoun,affecting the processing of thetext.Adjectival Clause with deleted subjectsmay interfere with the identification ofthe modifier and the head.The grammatical form of the participlesmay mislead readers into thinking thatsuch a construction is a verb phrase.
17. 17. On one hand, Linguisticcompetence is necessary inorder for a reader tosuccessfully recognize theinternal connections within thetext and be able to relate old tonew information.On the other hand, Generalknowledge of the world isnecessary to connect onesbackground to the ideaspresented in a written text.
18. 18. Indications of Reference The Pronoun System The Article System Demonstratives
19. 19. AmbiguityRedundant elements,such as case andgender are not alwaysavailable.
20. 20. Use of Tense and Aspect MarkersIntersententialCohesionSimple Past TenseHistorical Present VariantProgressiveAspect Main Events Main Actions To set the scene withinwhich the main event is aboutto occur.
21. 21. Simple Past Vs. Past ProgressiveWhen I walked into the office, several people were busily typing, somewere talking on the phones, the boss was yelling directions, and customerswere waiting to be helped. One customer was yelling at a secretary andwaving his hands. Others were complaining to each other about the badservice.Historical PresentAt the end of the story, Luke becomes a Jedi and defeats Darth Vader.
22. 22. Lexical AccessibilityThe readers combine:Personal Knowledge + Textual Informationto guess the meaning of unfamiliar words,only when the context provides them with immediate clues for guessing.
23. 23. The optimal level of textual support should be derived from:1) The readers general schemata or general knowledge structures extendingbeyond the text.2) The readers familiarity with the overall context of the text.3) Semantic information provided in the paragraph within which the lexical itemappears.4) Semantic information in the same sentence.5) Structural constraints in the sentence.
24. 24. Suggestions forDeveloping aReading Course
25. 25. Reading goalsDiscourse-based approach Maximize Independent Reading Facilitate Negotiated Interaction Foster Metacognitive Awareness and LearnerAutonomy Expand Access to New Content Areas
26. 26. Planning a Reading Course.Effective Reading Strategies. Silent reading in guided situations Shared reading in groups Individual reading inside and outside theclassroom
27. 27. A Discourse Oriented ReadingCourse
28. 28. Goals /MetacognitiveawarenessHelps readers make decisions and choicesbefore ,during and after their reading of thetext.Expose the learner to a variety of textsgenres,content areas, and styles of writing.The learner can develop the knowledgecomponent and the processing skills.
29. 29. Reading Activities that Lead to theDevelopment of strategic readingComponents For readingeffectively. LanguageKnowledge(vocabulary-syntax). Discourse Knowledge andSociocultural Knowledge. General (prior) Knowledgeor The Knowledge of theworld.Special Activities need to bedeveloped. Multipurpose readingmatter. Selection of readingpassages,stories,articles. Motivate reading Dictionary Skills andvocabulary work. Text organization, ofgrammatical and logicalconnectors.
30. 30. Strategies Pre Writing a text. Making Predictions Focus on external and internal features of atext.
31. 31. Younger Learners ReadingActivities Focus on: The Purpose of Reading The Development of ReadingStrategies Gaining Information andKnowledge
32. 32. Writing Instruction
33. 33. BreakingBarriersChoosingTopic andGenreTactics forPlanningTheWritingProcess
34. 34. as a Modelof
35. 35. The PortfolioAssigmentsPersonal MessagesEssaysLettersSummaries