MINISTRY OF EDUCATION

ELT GENERL SUPERVISION

2019 - 2020

The Impact of the Altered Relation between

Reading & Writing Skills on Learners’ Performance
 The Goal of the Training Course

•Primary and Intermediate stages

HODs will acquire more deeper
understanding and instructional
skills concerning reading/ writing
intergradation from theory to
practice.
 Day 1
Reading
Comprehen
sion
Day 5 Day 2
Rubrics Writing
Design Skill

Day 4 Day 3
Questioning R+W
Techniques Integration
 DAY ONE
Reading Comprehension
Create a slogan
If you were to create a slogan for your life, what
would the slogan be?

Example:

“Life is simply sweet. Enjoy the journey.”

7
Today's Learning Goal

•Identify principles and updated

concepts for reading comprehension
and its sub- skills to be connected
to writing and applied to teaching
practices.
 Task 1
Reading Experience Questionnaire
 Do you feel that your students are motivated readers?
 Do you improve your students reading by asking them to look up new vocabulary
in texts?
 Are they able to answer questions related to synonyms and antonyms in texts?
 Can your students identify specific information in a text?
 Can they extract the main idea from a text?
 Do your students face difficulties when answering implicit questions?
 Can they locate explicit information in texts?
 Do you teach your students how to use reading techniques to answer the
questions of the reading comprehension texts?
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10
 What is Reading?
Reading is a complicated developmental
process that is tube tangled with several
different developmental accomplishments
such as attention, memory,
language, and motivation.

Reading can be considered as a cognitive

psycholinguistic and a social activity.

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 Benefits of Reading
1- Linguistic Benefits
 Extensive reading program
can contribute to proficiency
development is through
vocabulary growth.
 Reading equips learners with
knowledge about sound/letter
and morpheme combinations,
word classes, tenses, sentence
order, … etc.
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 Benefits of Reading
2- Communicative Benefits

“The reading skill plays an essential

role in facilitating the acquisition of
communicative competence.“
Williams (2006: 267)
 It promotes learners' discourse
competence which fosters
communicative abilities.
(Pragmatics)

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 Benefits of Reading
3- Cognitive and Psychological
Benefits

 Reading aids greatly in

improving our thinking and
psychological capacities.
 The reader moves from basic
and simple ways of ideas
analysis, to higher degrees of
concepts' negotiation.

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 Benefits of Reading
4- Social Benefits
 Reading builds a social life for
individuals and prepares them to act
as efficient citizens.
 Reading is one component of literacy
which ensures successful life.
Greater literacy will lead to:
 High economy
 High industrial output
 Wealth creation
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 Task 2

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 Benefits of Reading NO. Features
-Reading helps the reader move from basic and
1- Linguistic benefits ( ) simple ways of ideas analysis, to higher degrees of
concepts' negotiation.

-Reading aids to equip the EFL learner with

2- Communicative benefits ( ) knowledge about sound/letter and morpheme
combinations, word classes, tenses , sentence order
and patterns, and punctuation rules.

-Reading builds a social life for individuals and

3- Cognitive benefits ( ) prepares them to act as efficient citizens.

-Reading equips the EFL learner with automatic

phonetic and phonological capacity, and rich
4- Social benefits ( ) linguistic and grammatical background that paves
the way to speech fluency, accuracy and
spontaneity.

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 Benefits of Reading NO. Features
-Reading helps the reader move from basic and
1- Linguistic benefits ( 3 ) simple ways of ideas analysis, to higher degrees of
concepts' negotiation.

-Reading aids to equip the EFL learner with

2- Communicative benefits ( 1 ) knowledge about sound/letter and morpheme
combinations, word classes, tenses , sentence order
and patterns, and punctuation rules.

-Reading builds a social life for individuals and

3- Cognitive benefits ( 4 ) prepares them to act as efficient citizens.

-Reading equips the EFL learner with automatic

phonetic and phonological capacity, and rich
4- Social benefits ( 2 ) linguistic and grammatical background that paves
the way to speech fluency, accuracy and
spontaneity.
18
 Reading Techniques

Scanning Skimming

Intensive Extensive
Reading Reading

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 Reading Techniques
1- Scanning
It is reading selectively to locate a
particular piece of information
without necessarily understanding
the rest of a text or passage.
 Finding a number or a date.

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 Reading Techniques
1- Scanning

The role of the students is:

 To look for contextual clues.
(Definitions/ Synonyms/ Antonyms)
 The student should be aware of the
graphic form that the answer may
take, such as a numeral, a
capitalized word or a short phrase
that includes key words.

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 Reading Techniques
2- Skimming
• Quick reading to get the main
idea.
The role of the teacher is to guide students
to ask themselves the following questions:

 What type of text is it? A formal letter, an

advertisement, or a set of instructions?
 What was the author's purpose? To
persuade, to inform or to instruct?

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 Reading Techniques
2- Skimming
The Role of students:
 Read the title.
 Read the introduction or the first
paragraph.
 Read the first sentence of each of the
following paragraphs.
 Read any headings or sub-headings.
 Look at any pictures or phrases that
are in boldface or italics
 Read the summary or last paragraph.
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Grade 9 P. 35

Skimming

Grade 9 P. 18

Scanning

24
 Reading Techniques
3- Intensive Reading

 Read to learn.
 Read to prepare for a test.
 Read to answer a set of
questions.

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 Reading Techniques
3- Intensive Reading
 It’s usually classroom based. 
 Students identify key vocabulary, grammar and
discourse markers.
 Texts are read carefully and thoroughly, again and
again.
 Aims is to build more language knowledge rather
than simply practice the skill of reading. 
 Seen more commonly than extensive reading in
classrooms.

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 Reading Techniques
3- Intensive Reading
Intensive reading exercises may include:

 looking at main ideas versus details.

 making inferences.
 identifying words that connect one idea to
another

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Grade 9 P. 35

Grade 5 P. 57
28
 Reading Techniques
4- Extensive Reading

 Reading for pleasure.

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Click icon to add picture
Reading Purposes

Pleasure (Extensive reading)

Academic purposes
(Intensive Reading)

Reading is a goal-oriented practice

Task 3
33
1- Scan the reading passage and
find the following things.

1- RWMF ………………….…………………………….
2- Hari Raya Puasa …………….………………………
3- 100 ……….…………………………………………...
4- monsoonal ………..………………………………….
5- 25,000,000 …………………………..……………….
2- Scan the reading passage again and find
what each of these things refer to.

1- RWMF ………………….…………………………….
2- Hari Raya Puasa …………….………………………
3- 100 ……….…………………………………………...
4- monsoonal ………..………………………………….
5- 25,000,000 …………………………..……………….
2- Scan the reading passage again and find
what each of these things refer to.

1- RWMF F Rainforest World Music Festival

2- Hari Raya Puasa E a major Malaysian festival
3- 100 D plants
4- monsoonal B Climate in Malaysia
5- 25,000,000 E tourist
Task 4
Which of these tasks require skimming and
which require scanning?
1- Looking for a specific piece of information in a timetable,
e.g when a bus leaves.
2- Identifying the main points in a report before a meeting.
3- Finding a car that in your price range on a website.
4- Looking for a word in a dictionary.
5- Deciding which textbook to buy in a bookshop.
Which of these tasks require skimming and
which require scanning?
1- Looking for a specific piece of information in a timetable, e.g
when a bus leaves. Scanning
2- Identifying the main points in a report before a meeting.
Skimming
3- Finding a car that in your price range on a website. Scanning
4- Looking for a word in a dictionary. Scanning
5- Deciding which textbook to buy in a bookshop. Skimming
Keyword techniques
End of Session 1

41
 Icebreaker
In pairs, trainees draw cards to talk about topics for 1
minute. (+ 1 minute to prepare)
LevelsLevels
of Comprehension
of Comprehension
Levels of Comprehension
1- Literal comprehension 
It is the understanding of information and facts If the text is informing
directly stated in the text. that "John is hungry. He
 It is the basic level of comprehension in ate three plates of
reading.
spaghetti", if we request
 Students can employ literal
comprehension skills:
about the one who is
hungry, the answer will
 keywords
be a direct reply of
 skimming and scanning to better locate
information efficiently. "John".
Levels of Comprehension
2- Inferential comprehension:
It deals with the reader's capacity to The reader can infer
infer. This entails: that the pronoun "he“
 search between the lines. refers to John in the
 build connections using anticipations following example :
and guesses trying to form the "John is hungry. He ate
author's meaning. three plates of
 This level is more complex and more spaghetti“.
time and effort demanding from the
part of the reader.
Levels of Comprehension
3- Critical/evaluative
reading comprehension
It means that the reader goes
beyond the text's lines.
 This dictates, the ability of
making judgments about
the validity and truth of
what is read.
the example of John, the
reader may evaluate the
behavior of John, and
relates that to his
personal life to reach
self-correction;
concluding that eating
three plates of
spaghetti is an
irresponsible act that
may cause health
problems.
Task 5
Decide which of the following is literal,
inferential or evaluative
• What text connections can you make to the story e.g text to self, text to text or text to
world?
• How many characters are there in the story?
• Why do you think something happened in the story?
• Who are the characters in the story?
• Which character is the main character in the story?
• What words tell you a description in the story?
• Write three true and three false facts from the story.
• Write about an event in the story and explain why it happened?
• Write about how one of the characters is different to you.
48
Decide which of the following is literal,
inferential or evaluative
• What text connections can you make to the story e.g text to self, text to text or text
to world? Evaluative
• How many characters are in the story? Literal
• Why do you think something happened in the story? Inferential
• Who are the characters in the story? Literal
• Which character is the main character in the story? Literal
• What words tell you a description in the story? Inferential
• Write three true and three false facts from the story. Literal
• Write about an event in the story and explain why it happened? Inferential
• Write about how one of the characters is different to you. Evaluative 49
 Task 6
In Groups,

Develop THREE reading comprehension

questions based on the three levels of
comprehension.
Factors Affect Reading Comprehension
1- Reader's Schematic
Knowledge
 The brain consists of schemata which
are sets of preconceived ideas,
accumulated in oneself previous life
experiences, that the brain uses to
perceive and interpret new information.
(voc.,grammar,… etc.).
 If the schemata is limited in size and
scope, the reader will struggle in
reading.
Factors Affects Reading Comprehension
2-Reader’s Motivation
“Motivation fosters learning; a
motivated learner learns in a
shorter period of time using
effective strategies. The source
of motivation is either intrinsic
or extrinsic.”
Caldwell (2008)
Intrinsic motivation:
-Comes from within the
individual.
-Based on interests and
experience.

Extrinsic motivation:
-Comes from outside.
-Originate from teachers,
parents, family and
society.

53
Reading Micro-Skills
1- Using key words to extract the
main idea or best title. Grade 9 P. 21
Reading Micro-Skills
2- Recognize grammatical word
classes, systems, patterns and
rules. (Parts of Speech)

Grade 9 P. 15
Reading Micro-Skills

3- Acquire more lexical

items by reading synonyms
and antonyms to guess
their meanings in context.
Grade 5 P. 27

Grade 9 P. 15
 Grade 9 P. 35
Reading Micro-Skills
4- Infer what is happening in the text
by using pictures and other
elements. (Headings/titles, … etc.)
Reading Micro-Skills
5- Recognize the rhetorical forms of
written texts . It means, students
understand the difference between
narrative and expository, or descriptive
and persuasive.

6-Recognize the communicative

functions of writing texts, according to
form and purpose.
(To persuade, to describe, to
instruct, to inform …etc.)
60
Expository

61
Narrative

62
Story Mapping
Storymaps used for teaching
students to work with story structure
for better comprehension.
They help students organize
important elements of a story. They
learn to summarize the main
ideas, characters, setting, and
plot of an assigned reading.

63
How to extract the main idea and decide the best title for a text
Task 7
66
67
68
(The main events)

69
 Task 8
 How do you teach vocabulary?
 What’s the ultimate goal of teaching
vocabulary?

70
Tips to help students increase their
vocabulary.
1-Take a systematic approach to vocabulary practice.
 Learn new vocabulary daily but in short spurts.

2- Reading for meaning.

 Exposure to reading will help the vocabulary get stored
in the long-term memory Better speaking and
writing.
Tips to help students increase their
vocabulary.
3-Teach vocabulary in context.
 Movingfrom a list of not connected
words to a story is the wrong
approach.
 Use a subject like cars to use
adjectives (fast, big, automatic, etc.)
The teacher can then ask students
to fill in the blanks using these
words.
Tips to help students increase their
vocabulary.
4- Word association
 Teachers should focus on everyday language.
 Word mapping:
e.g. A list of five verbs related to
a sofa.
Task 9

74
 THANK YOU!

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