1.

Orientation

Keeping a close eye on the things students are having trouble with or none at all while reading,
seeing if this is a frequent occurrence in either the same piece of text or across different articles
as well, and using appropriate methods to resolve these issues in a way that helps the students
understand in other contexts as well.

Another way of teaching students to understand a piece of text is by making students answer
questions based on the substance and information given within the text, such as questions they
can find in one location within the text as a word or passage, questions that require them to recall
facts from the text that they can find in more than one location, thus requiring them to think
about the question and search for the answer.

2. Section: Dealing with the unknown and Setting up expectations.

Technique Explanation Pros and cons

1.Pre-teaching vocabulary
Learners are taught hard to
understand words before
reading the text they may be
present in.
Pros: Words are more easily
recognized and understood.
Cons: It takes away
authenticity, as texts do not
come with vocabulary lists in
real life, and it moves the
focus from developing reading
skills to learning vocabulary.

2.Support learners while Learners are provided with
reading glossaries to look over while
reading in case they are not
familiar with a certain word.
Pros: This allows the teacher
to tailor the support they give
to meet individual needs, and
allows the teacher to control
the amount of words the
learners have access to, in
order to avoid them from
using the dictionary too much.

3.Pre-reading + Top-down Learners predict what the text Pros: This allows the teacher
processing may be about, or say what to tailor the amount of support
they already know about the they give and focuses the
topic of the text. content of discussion.
4. Prediction activities Learners may be asked if a
certain part of the text matches
the prediction they made
before reading.
Cons: If the learner
misunderstands one part of the
text, this compromises their
understanding of the rest of
the text due to misled
expectations.

2. Section: using questions and responses

a. Watkins defines "useful questions" as questions that support comprehension rather than test it.

b. Questioning the purpose and goals of a text and its writer make the reader think critically
about the substance of said text and the reader their personal stance on it.

c. Making the reader write questions about the text makes the readers fully engage with the text.

3. Section: Looking at language

Suggestion Explanation or example

1.the teacher may use the text as a source of The language is used in context and learners
linguistic input can see examples of how an item is actually
used in conjunction with other language.

2.the teacher may explicitly draw the learner’s In order to build upon the learners’ vocabulary,
attention66 to certain features teachers could ask learners to underline words
which belong to a particular lexical field.

3.the teacher may ask the learners to discuss This may include providing comments on the
features of the text that make it typical of the layout and organization of the text, as well as
genre is a part of the linguistic and stylistic choices made by the
writer.

4. Section: Teaching, not testing

a. Encouraging learners to guess the meaning of a word from context and
morphological structure.
b. Identifying the main idea of a text to get a better idea of which parts of the text
may be important.
5. Watkins’ approach to teaching reading fully supports this goal, as he says: “Teachers
need to help learners to make the transition from reading with maximum support in the
classroom to being maximally independent.” His teaching techniques focus on teaching
learners how to read and find answers in texts independently in order to develop critical
thinking skills.