TEACHING READING

Inna Yulianti (20187479024)

Yuni Indriani (20187479100)
CHAPTERS TO BE DISCUSSED
 Research on reading a second language
 Genres of written language
 Characteristics of written language
 Strategies for reading comprehension
 Micro and macro skills
 Types of classroom reading performance
 Principles for teaching reading skills
 Harmer (1991:190) states, “Reading is an
exercise dominated by the eyes and the
brain.”
 Clark and Silberstein in Simanjuntak
(1988:15) defines reading is an active
cognitive process, of interacting with
printing and monitoring comprehension to
establish meaning.
 RESEARCH ON READING A SECOND
LANGUAGE
1. Bottom-up and top-down processing
 Bottom-up processing (data-driven):

It requires a sophisticated knowledge of the

language itself.
 Top-down processing (conceptually driven):
Wedraw on our own intelligence and
experience to understand a text.
2. Schema theory and background knowledge
Schema Theory: A text does not by itself
carry meaning. The reader brings
information, knowledge, emotion
experience, and culture (schemata) to the
printed word.

3. Teaching Strategic Reading

-including metacognitive strategies of self-
planning, monitoring, and evaluating one’s
own reading processes.
 David Eskey (2005) reminds us of research on
prereading, while reading and postreading.

4. Extensive Reading
a key to student gains in reading ability,
linguistic competence, vocabulary, spelling
and writing.

5. Fluency and reading rate

6. Focus on Vocabulary
7. The role of affect and culture
8. Adult Literacy Training
GENRES OF WRITTEN LANGUAGE

1. Academic reading
General interest articles (in magazines,
newspapers, etc), textbooks, theses
essays, papers and editorials.
2. Job-related reading
Messages (e.g., phone messages)
letters/emaiIs memos.
3. Personal reading
Greeting cards, invitations messages, notes,
lists schedules (train, bus, plane, etc.) recipes,
maps, novels, short stories.
CHARACTERISTICS OF WRITTEN LANGUAGE

1. Permanence
2. Processing time
3. Distance
4. Orthography
5. Complexity
6. Vocabulary
7. Formality
STRATEGIES FOR READING COMPREHENSION

1. Identify the purpose in reading

2. Use graphemic rules and patterns to aid in
bottom-up decoding
3. Use efficient silent reading for relatively
rapid comprehension
4. Skimming
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren’t certain
- guess the meaning of a word
- guess a grammatical relationship (e.g., a
pronoun reference)
- guess about a cultural reference
- guess content messages

8. Vocabulary analysis
Analyze vocabulary prefixes, suffixes, roots,

grammatical contexts, semantic

context
9. Distinguish between literal and implied
meaning
10. Capitalized on discourse makers to process
relationships
 MICRO AND MACRO SKILLS OF
READING
Micro skills:
1) Discriminate among the distinctive graphemes and
orthographic patterns of English.
2) Retain chunks of language of different lengths in
short-term memory.
3) Process writing at an efficient rate of speed to suit the
purpose.
4) Recognize a core of words, and interpret word order
patterns and their significance.
5) Recognize grammatical word classes (noun, verbs, etc.),
systems (e.g., tense, agreement, pluralization), patterns,
rules, and elliptical forms.
6) Recognize that a particular meaning may be expressed in
different grammatical forms.
Macro skills
7) Recognize cohesive devices in written discourse
and their role in signalling the relationship
between and among clauses.
8) Recognize the rhetorical forms of written
discourse and their significance for
interpretation.
9) Recognize the communicative functions of ritten
texts, according to form and purpose.
10) Infer context that is not explicit by using
background knowledge.
11) From described events, ideas, etc., infer links
and connections between events, deduce
causes and effects, and detect such relations
as main idea.
12) Distinguish between literal and implied
meaning.
13) Detect culturally specific references and
interpret them in a context of the
appropriate cultural schemata.
14) Develop and use a battery of reading
strategies, such as scanning and skimming,
detecting discourse markers, guessing the
meaning of words from context, and
activating schemata for the interpretation
of texts.
TYPES OF CLASSROOM READING
PERFORMANCE
1. Oral and silent reading
*Advantages:
a. serve as an evaluative check on bottom-
up processing skills,,
b. pronunciation check
c. add some extra student participation
*Disadvantages:
a. not a very authentic llanguage activity
b. others can easily llose attention
c. It is mere recitation
2. Intensive and extensive reading
 Intensive reading is usually a classroom-

oriented activity in which students

focus on the linguistic or semantic details of
a passage.
 Extensive reading is carried out to achieve

a general understanding of a usually

somewhat longer text.
 PRINCIPLES FOR TEACHING
READING SKILLS
1. In an integrated course, don’t over look a
specific focus on reading skills
2. Use techniques that are intrinsically
motivating
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 – skim
- Questions – the readers ask what they
wishes to get from the text
- Read
- Recite
- Review
7. Plan on pre-reading, during-reading, and after-reading
phases
a. Before you read – introduce a topic, encourage
skimming, scanning, predicting,
and activate schemata.
b. While you read – take notes, give students a sense
of purpose for reading.
c. After you read – comprehension questions,
vocabulary study, identifying the
author’s purpose
8. Build an assessment aspect into your
techniques:
a. Doing f. Extending
b. Choosing g. Duplicating
c. Transferring h. Modeling
d. Answering i. Conversing
e. Condensing