Universidad Autónoma del Estado de México

Facultad de Lenguas
Taller de Microenseñanza del inglés
Lizbeth Adriana Ordoñez Arroyo
Characteristics of written language

Permanence: Written language is as permanent as paper and computer files are.

1

Processing time: Optimal reading rates.

2

Distance: Physical and temporal distance - context

3

Orthography: punctuation, pictures, graphics, etc. “read between the lines”

4

Complexity: Writing has longer clauses and more subordination.

5

Vocabulary: variety of lexical because writing allows the writer more processing time.
6

•Formality: Prescribed forms that certain written messages must adhere to.
7

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Micro- and macroskills for Reading comprehension

Recognize cohesive
Graphemes vs orthographic devices in written
patterns of English discourse and their role.

Rhetorical forms of written

Retain chunks of language of
Macroskills

discourse.
different lengths rate of
Microskills

speed to suit the purpose.

Recognize communicative
Comprehend written functions.
language at an efficient rate
of speed.
Infer context.
Recognize a core of words
and interpret word order
patterns and their
significance. Infer links and connections
between events, ideas, etc.
Grammatical word classes,
patterns, rules, and elliptical
Literal vs implied
forms.
meanings.

A particular meaning may be

expressed in different Detect culturally specific
grammatical forms. references – Schemata.
 Universidad Autónoma del Estado de México
Facultad de Lenguas
Taller de Microenseñanza del inglés
Lizbeth Adriana Ordoñez Arroyo

Strategies for reading comprehension

Identify the
Purpose in Use Graphemic Rules
Reading: Why and Patterns to Aid
Capitalize on you were being in Bottom-Up
Discourse Markers asked to read Decoding: They may
to Process it? need hints and
Relationships: Words explanations about
that connects certain English
orthographic rules. Use Efficient Silent
paragraphs, clauses,
Reading Techniques for
and sentences. Improving Fluency:
Distinguish Don’t pronounce each
Between Literal word to yourself,
and Implied visually perceive more
than one word at a time,
Meanings: skip words that you
processing don’t understand and
pragmatic. Strategies for try to infer by context.
reading Skim the Text
comprehension for Main Ideas:
Analyze Skimming=
running one’s
Vocabulary eyes across a
whole text.

Use Semantic Scan the Text for

Guess When You Mapping or Specific
Aren´t Certain: guess
the meaning of a
Clustering: Information:
word, the Provide order Extract specific
grammatical to the chaos information
relationship, without reading
discourse through the whole
relationship, cultural text.
reference, etc.
 Universidad Autónoma del Estado de México
Facultad de Lenguas
Taller de Microenseñanza del inglés
Lizbeth Adriana Ordoñez Arroyo
Types of classroom reading performance

Oral and Silent Intensive and

Reading: Extensive Reading:

Oral: serves as an
evaluative check on Intensive: students
bottom-up processing focus on the linguistic
skills, but it is not a or semantic details of
very authentic a passage.
language activity.

Extensive: To achieve
Silent: essential in a general
order for learners to understanding of a
gain any speed in the usually somewhat
process. longer text.
 Universidad Autónoma del Estado de México
Facultad de Lenguas
Taller de Microenseñanza del inglés
Lizbeth Adriana Ordoñez Arroyo
Principles for teaching reading skills

1 In an Integrated Course, Include a Focus on Reading Skills.

2 Offer Reading on Relevant, Interesting, Motivating Topics.

3 Balance Authenticity and Readability in Choosing Texts.

4 Encourage the Development of Reading Strategies.

5 Include Both Bottom-Up and Top-Down Techniques.

6 Follow the “SQ3R” Sequence: Survey, Question, Read,

Recite, and Review.

7 Design Pre-Reading, While-Reading, and Post-Reading

Phrases.

8 Build Ongoing (informal) Assessment into Your Techniques.