Teaching Reading

Tamar Mikeladze
Telavi State University 2009

Reading

Teaching Goals Teaching Means

reading comprehension

reading techniques

reading techniques are taught on the levels of: • Letter recognition, letter/sound correspondence • Reading syllables in some languages or letter clusters (ch, sh, th, ght, gn in English) • Reading whole words • Start with simple sentences and short texts (This may be done even earlier than the whole alphabet is learnt) • First guided loud reading – silent reading as soon as loud reading has become fluent enough

Reading comprehension can be done on two levels :

• Understanding words and sentences • Understanding “between the lines”

Reading can be classified:
Participation of voice Wholeness of perception Teacher participation Freedom of choice Existence of language difficulties Role of mother tongue Role of dictionary Types of reading Reading purpose aloud analytical guided compulsory prepared with translation with dictionary intensive skimming silent synthetic independent individual/opti onal unprepared without translation without dictionary extensive scanning

Strategies for developing reading skills:

• Previewing • Predicting • Skimming and Scanning • Guessing from context • Paraphrasing

Reading should be accompanied with:

Pre-reading activities While-reading activities

Post-reading activities

During Pre-reading :
• Assess students’ background knowledge of the topic and linguistic content of the text • Give students the background knowledge necessary for comprehension of the text, or activate the existing knowledge that the students possess • Clarify any cultural information which may be necessary to comprehend the passage • Make students aware of the type of text they will be reading and the purpose for reading • Provide opportunities for group or collaborative work and for class discussion

Pre-reading activities :
• Using title, subtitle, divisions to predict content • Looking at pictures, maps, diagrams, or graphs and their captions • Talking about author’s background, writing style and usual topics • Reviewing vocabulary, grammatical structures • Reading over the comprehension questions to focus attention on finding that information while reading

While reading: • Stop at the end of each section to review and check their predictions, restate the main idea and summarize the section • Use the comprehension questions as guides to the texts, stopping to answer them as they read.

While reading activities
• Have they obtained the information they looked for? • Do they understand the story line? • Do they understand main idea and how author supports it? • Does it agree with their predictions? • How does it differ?

After reading • Check If students’ forecast was right • Discuss the ending • Do comprehension tasks
(true/false, multiple choice)

• Work out Reading / Writing / Speaking skills
(fill the gaps, arrange the paragraphs into a logical order, retell the text, write an essay, etc)

Thank You

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