SPEAKING,

LISTENING, AND
READING
INSTRUCTION 01

(LANGUAGE SKILL)
ELT METHODOLOGY AND INOVATION
Group Member :
1. EJONTOMI AFRIZON (A2B019007)
2. M. ALKAMILLAH (A2B019018)
3. YUNITA ANTASARI (A2B019033)
 A. SPEAKING
S
P THE MOST DEMANDING
INTRODUCTION E
A DIFFICULT ASPECTS
K
I
N CONNECTED ASPECTS
G

02
TEACHING ORAL SKILL

ACTIVITIES TO PROMOTE IN
ESL/EFL CLASSROOM

DISCUSSION ROLE PLAY AUDIOTAPED ORAL DIALOGUE

JOURNAL
SPEECHES CONVERSATION
ACCURACY-BASED ACTIVITIES

ELT METHODOLOGY AND

 ASSESSMENT
 CLASSROOM PERFORMANCE
- Extended chunk of speech that have
purpose and that are
structured/organized should be
elicited, 03
- Input given students should be
 ORAL EXAMINATION
consistent for all examinees.
- Focus to four areas : accuracy,
appropriacy, range, flexibility, and
size of contributions.
- Examples ; TOEFL,BULAT(Business
Lang. Testing Service), CCSE, ACTFL
Oral Proficiency Interview)
 TEACHING PRONUNCIATION

 Teaching of pronunciation is so crucial to students

 Suprasegmental & segmental shifted to features
which contribute most to lack of intelligibility
 Four Realistic goals : functional intelligibility,
04 functional communicability ,increased self-
confidence, and speech monitoring abilities.

ELT METHODOLOGY AND INOVATION

 A Description of the sound system of
English
Generally : Sounds  syllabus  phrases and thought groups  extended
discourse
1. Thought Groups (Pausing)
e.g. : a. I was speaking to him/ on the phone yesterday not I was speaking to / him on
the/ phone yesterday
b. Alfred said /the boss is stupid, Alfred/said the boss/ is stupid (these two
sentences have different meaning since they have different pausing or thought
group
05 c. Politicians might say ‘My fellow citizens//is/our/moment.’ This usually to
emphasize the content
d. Frustrated or angry parents might say like that way to their children like
‘Come/here/right/now.’ This sentence has many pausing to indicate they are angry.

2. Prominence (emphasized/lengthening syllable)

e.g. : a. I was SPEAKING to him / on the PHONE yesterday.
b. I got a new postcard from Sue. She is from MEXICO.
c. Tia : What are you doing ? , Bagas : I am reading, Tia : I beg your pardon,
Bagas : I am READING.
ELT METHODOLOGY AND INOVATION
 3. Intonation (melodic line or pitch pattern)
e.g. : - You do it now. ( a sentence with flat intonation indicates statement)

- You do it now ! ( a sentence with high emotion intonation indicates

imperative sense)

06 - You do it now ? ( a sentence with raising intonation indicates question)

4. Rhythm (longer/ stressed and shorter/unstressed syllables)

e. g. :
She would like to know the new movie from Thailand
(This sentence has three stressed regarded as important points)

ELT METHODOLOGY AND INOVATION

 5. Reduced Speech (To relax the mouth and to use less energy/muscular tension)
e. g. : Citation Form Reduced Form
Has  He has ? What has he done now ?
/haez/ /ez/

: Citation Form Reduced Form

To  Do you want to ? A ticket to Tucson
/tuw/ /te/

6. Linking (Combining words)

e. g. : why don’t you ? Sounds like why don-chew ?
07 She tried to find out sounds like she tried to find doubt

7. Consonant and Vowels

a. Consonants (usually occur at the beginning or ending of a syllable)  phonetic,
articulation, and clustering. Students usually have difficulty to pronounce the words
or sounds that do not exist in the L1.
b. Vowels (occur at the core of syllable)  English has many vowels, vowels can be
spelled in many different ways, and vowels are frequently reduced in unstressed
syllables.

ELT METHODOLOGY AND INOVATION

 8. Word Stress
a. Stress falls more often on the root or base of a word and less often on a prefix.
beLIEVE, preDICT, comPLAINT.
b. Compound nouns tend to take primary stress on the first element and secondary
stress on the second. AIRplane, BUS stop, comPUter Disk
c. Suffixes can either :
- Have no effects on stress : BEAUty  BEAUtiful, deLIVer  deLIVerance, perFORM 
perFORMer
- Take the primary stress themselves : picturESQUE, trusTEE, enginEER, balLOON
- Cause the stress pattern in the stem to shift to a different syllable :
PERiod  periODic
08 SEquence  seQUENtial
ORganize  organiZAtion

ELT METHODOLOGY AND INOVATION

 A COMMUNICATIVE FRAMEWORK FOR
TEACHING PRONUNCIATION

 Description and Analysis

INOVATION
ELT METHODOLOGY AND
 Listening Discrimination

09
 Controlled Practice

 Guided Practice

 Communicative Practice
 SOME TEACHING TECHNIQUES

• Contextualized Minimal Pair

Practice

10 • Cartoon and Drawings

• Gadgets and Props

• Rhymes, Poetry, and Jokes

• Drama

• Kinesthetic Activities
 MEDIA AND TECHNOLOGY

INOVATION
ELT METHODOLOGY AND
• AUDIO
• VIDEO
11
• INTERNET

• COMPUTER SOFTWARE
 ASSESSMENT
 Diagnostic Evaluation
- The use of a diagnostic passage and a free speech sample
- Learners read the passage and given a topic, questions, and illustration

 Ongoing Feedback
- Peer Feedback : learners record their speaking in pair, transcribe it ,
and give feedback for each other
- Teacher Feedback : Errors which cause a breakdown in communication,
occur as a pattern and relate to the pronunciation points we are 12
teaching.

 Classroom Achievement Test

- Every learners’ oral performance to be evaluated for a grade should be
recorded on tape.
- Learners can review and revise their own oral performance
DEVELOPING CHILDREN’S LISTENING AND SPEAKING IN
ESL
 How children differ from adults as language learner :
- Activities need to be children centered
- Communication should be authentic
- Topic should interest the children

 Themes for children learners :

- Focus on meaning, not correctness
- Focus on the value of the activity, not the value of language
- Focus on collaboration and social development 13
- Provide a rich context, including movement, the sense, objects and
pictures, and variety of activities
- Teach ESL holistically, integrating the four skills
- Treat learners appropriately in light of their age and interest
- Treat language as a tool for children to use for their own social and
academic ends
- Use language for authentic communication, not as an object of analysis
 TECHNIQUES AND RESOURCES

 Using Songs, Poems, and Chants

 Dramatic Activities
 Story Telling
 Gesture and Movement
14
 Total Physical Responses (TPR)
 Total Physical Responses (TPR) Storytelling
 Teaching Grammar
Listening Instruction
The Importance of Listening in
Language Learning
• In reality, listening is used far more than any other single
language skill in normal daily life. On average, we can expect to
listen twice as much as we speak, four times more than we
read, and five times more than we write (Rivers1981; Weaver
1972).
• For many second language learners, listening is more fundamental
than reading in the initial stages of learning because they may not
understand the written script.
• While listening and reading provide input, they are quite different.
When we listen, we have to snatch sounds from the air before they
evaporate. With reading, we can pause, ponder, and reread.
Four Perspectives—Four Models of
Listening and Language Instruction
Today, the role of listening and the purpose of listening
comprehension instruction in the S/FL curriculum, can be
one of four different perspectives. A generic instructional model
for each perspective that reflects underlying beliefs about
language learning theory and pedagogy is outlined below.
• Listening and Repeating
• Listening and Answering Comprehension Questions
• Task Listening
• Interactive Listening
 Listening and Repeating

Ii Instructional m a t e r i a l : Features a u d i o l i n g u a l
style exercises and/or dialogue m e m o r i z a ­
tion; based on a h e a r i n g - a n d - p a t t e r n ­
matching m o d e l .
!iii P r o c e d u r e : Asks students to (a) listen to a
word, phrase, or sentence pattern; (b) r e p e a t
it (imitate it); and (c) m e m o r i z e it (often, b u t
not always,a part of the p r o c e d u r e ) .
III Value: Enables students to do pattern d r i l l s ,
to repeat d i a l o g u e s , and to use m e m o r i z e d
p re fa b ric a te d patterns in c o n v e r s a t i o n ;
enables them to imitate p r o n u n c i a t i o n p a t ­
terns. Higher level cognitive p r o c e s s i n g a n d
use of p r o p o s i t i o n a l language s t r u c t u r i n g
are not n e c e s s a r i l y an i n t e n t i o n a l f o c u s .
 Listening and Answering
Comprehension Questions
Learner Goals To process d i s c r e t e - p o i n t i n f o r ­ mation; to listen and answer
c o m p re h e n s io n q u e s tio n s .
II Instructional material: Features a s t u d e n t response pattern based on a l i s t e n i n g - a n d ­
q u e s t i o n - a n s w e r i n g model with o c c a s i o n a l i n n o v a t i v e v a r i a t i o n s on this t h e m e .
III P r o c e d u r e : Asks students to (a) listen to a n oral text along a c o n t i n u u m from s e n t e n c e length
to lecture length and (b) answer p r i ­ marily factual q u e s t i o n s . Utilizes f a m i l i a r types of
q u e s t i o n s adapted from t r a d i t i o n a l reading c o m p r e h e n s i o n e x e r c i s e s ; h a s b e e n called a q u i z -
s h o w format of t e a c h i n g .
II V a l u e : Enables students to m a n i p u l a t e d i s ­
crete pieces of i n f o r m a t i o n , h o p e f u l l y w i t h i n c r e a s i n g speed and accuracy of r e c a l l . Can
increase students' stock of v o c a b u l a r y units and grammar c o n s t r u c t i o n s . Does n o t require
students to make use of the i n f o r ­ mation for any real c o m m u n i c a t i v e p u r p o s e beyond
a n s w e r i n g the q u e s t i o n s ; is n o t i n t e r a c t i v e t w o - w a yc o m m u n i c a t i o n .
 Task Listening
Learner Goals To process spoken d i s c o u r s e f o r f u n c t i o n a l p u r p o s e s ; to listen and do s o m e t h i n g
with the i n f o r m a t i o n , that is, carry out real t a s k s using the i n f o r m a t i o n r e c e i v e d .
fill Instructional m a t e r i a l : Features activities t h a t require a student response pattern based o n
a l i s t e n i n g - a n d - u s i n g (i.e., " L i s t e n - a n d - D o " )
model. Students listen, then i m m e d i a t e l y d o s o m e t h i n g with the i n f o r m a t i o n , r e c e i v e d : follow
the d i r e c t i o n s given, complete a t a s k , solve a problem, transmit the gist of t h e i n f o r m a t i o n
orally or in writing, listen a n d take lecture notes, e t c .
III P r o c e d u r e : Asks students to (a) listen a n d
process i n f o r m a t i o n and (b) use the o r a l l y t r a n s m i t t e d language input i m m e d i a t e l y t o
complete a task which is mediated t h r o u g h language in a context in which s u c c e s s is
judged in terms of whether the task i s p e r f o r m e d .
II V a l u e . : The focus is on i n s t r u c t i o n that i s
t a s k - o r i e n t e d , not q u e s t i o n - o r i e n t e d . T h e purpose is to engage learners in using t h e
i n f o r m a t i o n a l content p r e s e n t e d in t h e spoken d i s c o u r s e , not just in a n s w e r i n g q u e s t i o n s
about it. Two types of tasks a r e (a) language use tasks, designed to give s t u ­ dents practice
in listening to get m e a n i n g from the i n put with the express purpose o f
making f u n c t i o n a l use of it i m m e d i a t e l y and (b) language analysis tasks, d e s i g n e d to
help learners develop cognitive a n d m e t a c o g n i t i v e language learning s t r a t e g i e s (i.e., to
guide them toward personal i n t e l ­ lectual i n v o l v e m e n t in their own l e a r n i n g ) . The latter
features c o n s c i o u s n e s s r a i s i n g about language and language l e a r n i n g .
 Interactive Listening
Learner Goals To develop aural! oral skills i n s e m i f o r m a l i n t e r a c t i v e a c a d e m i c c o m m u n i c a ­
tion; to. develop critical listening, critical t h i n k ­ ing, and effective speaking a b i l i t i e s .
• I n s t r u c t i o n a l m a t e r i a l : Features the r e a l - t i m e / r e a l - l i f e g i v e - a n d - t a k eo f a c a d e m i c c o m m u n i ­
cation. P r o v i d e s a varietyof student p r e s e n t a ­ tion and d i s c u s s i o n a c t i v i t i e s ,b o t h i n d i v i d u a l
and s m a l l - g r o u p panel reports, that i n c l u d e f o l l o w - u p a u d i e n c e p a r t i c i p a t i o n in q u e s t i o n /
answer sessions as an integral part of t h e work. Follows an i n t e r a c t i v e l i s t e n i n g - t h i n k ­
i n g - s p e a k i n g model with b i d i r e c t i o n a l (two­ way) l i s t e n i n g / s p e a k i n g . Includes a t t e n t i o n to
group bonding and c l a s s r o o m d i s c o u r s e rules (e.g., taking the floor, yielding t h e floor,
tum taking, i n t e r r u p t i n g , c o m p r e h e n ­ sion checks, topic shifting, agreeing, q u e s ­ tioning,
c h a l l e n g i n g , etc.) ..(See Morley 1 9 9 2 and 1 9 9 5 . )
• P r o c e d u r e : A s k s s t u d e n t s to p a r t i c i p a t e in d i s ­
cussion a c t i v i t i e s t h a t enable them to d e v e l ­ op all three phases of the speech act: s p e e c h
d e c o d i n g , critical thinking, and s p e e c h e n c o d i n g . These phases involve (a) c o n t i n u ­ ous
on-line decoding of spoken d i s c o u r s e , (b) s i m u l t a n e o u s cognitive r e a c t i n g / a c t i n g upon
the i n f o r m a t i o n received (i.e., c r i t i c a l analysis and s y n t h e s i s ) , and (c) i n s t a n t ­ response
encoding (i.e., p r o d u c i n g p e r s o n a l p r o p o s i t i o n a l language r e s p o n s e s a p p r o p r i ­ ate to the
s itu a tio n ).
• V a l u e : The focus here is i n s t r u c t i o n that i s c o m m u n i c a t i v e / c o m p e t e n c e - o r i e n t e d a s well
as task oriented. Learners have o p p o r t u ­ nities to engage in and develop the c o m p l e x array of
c o m m u n i c a t i v e skills in the f o u r
c o m p e t e n c y areas: linguistic c o m p e t e n c e , d i s c o u r s e c o m p e t e n c e , s o c io lin g u is tic c o m ­
petence, and strategic c o m p e t e n c e ( C a n a l e and Swain 1 9 8 0 ) .
SOME PSYCHOSOCIAL DIMENSIONS OF
LANGUAGE AND THE LISTENING ACT
• The Dynamic Process of Communicative Listening: Active, Not Passive
• Listening in Three Modes: Bidirectional, Unidirectional, arid
Autodirectional
• Psychosocial Functions of Listening: Transactional Listening and
Interactional Listening
• Psychological Processes: Bottom-Up and Top-Down Listening
Schemata
DEVELOPING LISTENING COMPREHENSION ACTIVITIES
AND MATERIALS

This second section focuses on i n s t r u c t i o n a l

c o n s i d e r a t i o n s , while keeping in mind the f o l ­
lowing three important points about l i s t e n i n g
as a language a c t .
1. I n f o r m a t i o n P r o c e s s i n g Listening c o m p r e ­
hension is an act of, i n f o r m a t i o n p r o c e s s i n g
in which the listener is involved in bidirectional
c o m m u n i c a t i o n , or unidirectional c o m m u n i c a ­
tion, and/ or a u t o d i r e c t i o n a l c o m m u n i c a t i o n .
2. linguistic Functions Broadly speaking, r e a l ­
world spoken c o m m u n i c a t i o n can be viewed a s
serving two linguistic functions: i n t e r a c t i o n a l a n d
transactional.
3. D i m e n s i o n s of Cognitive P r o c e s s i n g T he
cognitive processing of spoken language a p p e a r s
to inyolve s i m u l t a n e o u s activation of both t o p ­
down and b o t t o m - u p e n g a g e m e n t in order for l i s ­
teners to construct what they believe to be t h e
intended meaning of the spoken m e s s a g e .
Principles

• In order to get learners' attention, to keep them actively and

purposefully engaged in the task at hand, and to maximize the
effectiveness of listening/language-learning experiences, three
materials development principles are suggested: relevance,
transferability/applicability, and task orien­tation.
Communicative Outcomes:
An Organizing Framework
• Outcome 1. Listening and Performing Actions and Operations
• Outcome 2. Listening and Transferring Information
• Outcome 3. Listening and Solving Problems
• Outcome 4. Listening, Evaluating, and Manipulating Information
• Outcome 5. Interactive Listening­and-Speaking: Negotiating Meaning
through Questioning/Answering Routines
• Outcome 6. Listening for Enjoyment, Pleasure, and Sociability
SELF-ACCESS/SELF-STUDY LISTENING AND
LANGUAGE LEARNING
• The purpose of a self-access/self-study resource is to provide an
inviting listening center within a con­ventional language laboratory
or a broader lan­guage resource center.
Setting Up a Self-Access/Self-study
Listening Resource Center
The p r o c e d u r e s for using s e l f - a c c e s s s e l f ­
study materials might be o r g a n i z e d in the f o l ­
lowing w a y :
1. Students check out a listening packet o r
module that contains the audio- or v i d e o ­
tape, p r e l i s t e n i n g i n t r o d u c t o r y m a t e r i a l ,
w o r k s h e e t s (and perhaps some v i s u a l s ) ,
answer key (and perhaps a script), i n s t r u c ­
tions, and p o s t l i s t e n i n g t a s k s .
2. Students play the tape on their own s c h e d u l e
of starting, stopping, and r e p l a y i n g .
3. Students check their work t h e m s e l v e s f o r
v e r i f i c a t i o n of c o m p r e h e n s i o n .
4. Students consult the teacher or m o n i t o r
when n e c e s s a r y .
conclusion
• Skill build­ing in listening comprehension is not something that can be
accomplished in a half-hour lesson three times a week, nor can
attention to listen­ing be limited to language laboratory tapes.
Listening, the language skill used most in life, needs to be a central
focus-all day, every day­limited only by the availability of the
target lan­guage in the school, the community, and the media.
Listening instruction needs to include both two-way interactive
listening activities and tasks and one-way reactive Listen-and-Do
activi­ties and tasks. Materials developers should pay careful
attention to principles of design, com­municative outcomes,
language functions, lan­guage processes, and affective considerations.
READING
1. TEACHING CHILDREN LITERACY
SKILLS IN A SECOND LANGUAGE
• Reading As A Complex, Interactive Process
• Becoming Literate In A Second Language
• Is There An Optimal Way To Teach Reading And Writing?
• Standards And Second Language Literacy Development
• Strategies To Facilate Second Language Literacy Development And
Help Students Achieve Standards
READING AS A COMPLEX,
INTERACTIVE PROCESS
There are six component skills and knowledge areas have been
identified (Grab 1991, p. 379)
• Automatic recognition skills
• Vocabulary and structural knowledge
• Formal discourse structure knowledge
• Content/world background knowledge
• Synthesis and evaluation skill/strategies
• Metacognitive knowledge and skill monitoring
BECOMING LITERATE
• Oral language skill and academic literacy skills

Oral language skills usually develop more quickly than their academic
language and reading/writing abilities
• The role of the first language in literacy development

The L1 and literacy background that ELLs may bring with them is a valuable
asset to their L2 and literacy learning
• Varied experiences, background knowledge, and cultures of ESL students

Different L1 background, educational background, language proficiency level,

cultures, or prior experience with literacy
• First language literacy

They may have been had very little exposure to literacy in the L1 and may be
learning to read and write for the first time in their L2, English
IS THERE AN OPTIMAL WAY TO TEACH READING
AND WRITING?

• Part-centered (code-emphasis) method

Which view reading instruction as moving from learning the “parts” and
building up to the “whole”
• Socio-psycholinguistic (meaning-emphasis)approaches

Which emphasize the overall construction of meaning from connected or

whole text, and draw on the reader’s and writer’s schemata and
personal experiences.
STANDARDS AND SECOND LANGUAGE LITERACY
DEVELOPMENT

Many of the standards dealing with the various content areas covered in
public education, including language arts, social studies, math, science,
have been developed with the assumption that students are able to
understand and use English well enough.
STRATEGIES TO FACILATE SECOND LANGUAGE
LITERACY DEVELOPMENT AND HELP STUDENTS
ACHIEVE STANDARS

• Expose students to the many uses of print around them

• Provide opportunities for children to read more extensively on a
subject
• Provide authentic purposes for reading and writing
• Provide scaffolding for learning
• Use oral skills to support reading and writing development
• Focus student’s attention on reading and writing strategies
2. DEVELOPING ADULT LITERACIES
• Introduction
• Contexts for literacy instruction
• Pre-employment and workplace literacy
• Orientation to curriculum and instruction
• Promising direction in adult ESL literacy instruction
Introduction

• What is English as a second Language (ESL) literacy

Research on second language learners either assumed native language

literacy or did not investigate native language literacy as a factor in
learner need and strategies
• Many learners, many literacy

Prose literacy (understanding texts such as news stories, poems, etc.)

Document literacy (locating and using information found in document

like job application, transportation schedule, etc)

Quantitative literacy (applying arithmetic operation using number found

in printed materials like order forms
Contexts for literacy instruction

• Literacy for what?

Access, voice, independent action and bridge to the future

• Basic adult ESL/literacy and lifelong learning?

Adult school, community college, community-based organization, libraries, workplace or

in their own homes through one-on-one volunteer programs.
• Family or intergenerational literacy

Used to describe how literacy is valued and used in the lives of children and adult
• Family literacy program goals and models

To support parents in promoting children’s school achievement, with an emphasis on

parental involvement with schools
• Issues and agendas in family literacy

To improve children’s school achievement, there is more to family life than school
success.
Pre-employment and workplace literacy

• Goals of Pre-employment and workplace programs

To get a job, to survive on a job, to thrive on a job (and have job mobility)
• Issue and agendas in literacy for workers: workplace of workforce
education?

Workplace education, to improve productivity in a given job and workplace

education, which is, more oriented toward education of the whole person in
his or her roles as a parent, community member, and even as a union
member.
• Civic ESL/literacy education

For newcomers is almost as old as immigration

• Goals of civic ESL/literacy education

To assist learners in preparing to take the naturalization exam

Orientation to curriculum and instruction

• Mastery or transmission of knowledge

Exemplified by focus on linguistic structures, language skills, specific

content, and/or competencies
• Meaning-making or construction

Including participatory, whole language approaches, learners’ live as

curriculum (LLC), and project based learning
• What workers? continua for observation and inquiry?

The efficacy of focusing on oral communication versus reading/writing

skills in ESL literacy instruction
• Setting goals, monitoring progress

General assessment and program-based assessment

Promising direction in adult ESL literacy instruction

• Take an inquiring stance

• Balance skills and structures with meaning-making and knowledge
creation
• Develop “vision-making” muscles
• Demand mutual accountability
• Create communities of learners and communities of teachers
3. READING FOR ACADEMIC PURPOSES:
GUIDELINES FOR THE ESL/EFL TEACHER
• Purposes for reading
• A definition of reading
• General implications from research for reading instruction
• L2 readers and sociocultural factors in learning to read
• Goals for an effective reading curriculum
Purposes for reading
• To search for information
• For general comprehensive
• To learn new information
• To synthesis and evaluate information

A definition of reading
The ability to read-taking general comprehension as the
example-requires that the reader draw information from
a text and combine it with information and expectation
that the reader already has
General implications from research for reading
instruction

• Helping students build a large recognition vocabulary

• Providing explicit language instruction to help students build a
reasonable foundation in the L2
• Addressing the range of skills needed for successful comprehension
• Introducing students to discourse-organizing principles through the use
of graphic representation and other practices
• Helping students become strategic readers by focusing on
metacognitive awareness and strategy learning
• Giving students many opportunities to read so that they develop reading
fluency and automaticity
• Making extensive reading a nd broad exposure to L@ tesxts a routine
practice, in and out of class
 L2 readers and
sociocultural factors in
learning to read
L2 students often come to class with a
range of motivations to read that may be
different from many L1 different from many
L1 students’ motivations. Another potential
L1/L2 difference stems from students
generally come from a variety of family,
social, and do not encourage independent
reading
Goals for an effective reading curriculum
• Conducting need analysis

One quick way to collect useful information is to conduct a short survey and
have brief follow-up interview with student
• Planning (or fine-tuning) reading curricula

Curricular priorities need to be determined based on institutional goals,

number of hours of instruction per week, available resources, and students’
abilities, need and interest
• Selecting appropriate text materials and supporting resources

Text material should be appropriate level of difficulty.

• Diversifying students’ reading experiences

An ideal reading curriculum comprises reading in a class, in a lab, in a library

and at home.
• Working with text by means of a pre-, during-, and post reading framework
Pre-reading : previewing the text, skimming, answering questions, exploring,
and reflecting
During-reading : outlining, examining, determining, looking, and writing
Post-reading : completing, expanding, listening, ranking, and answering
• Addressing the complex nature of reading through meaningful instruction
Vocabulary development, careful reading of texts, awareness of structure and
discourse organization, use of graphic to support comprehension and
discourse organization awareness, strategic reading, fluency development,
extensive reading, students motivation, and integrated skills instruction
CONLUSION