Introduction Ask yourself this question: Do I read every word in my own language when I am reading a schedule, a summary, or other outlining document? Reading in English is like reading in your native language. This means that it is not always necessary to read and understand each and every word in English.
What is Reading? Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print.
Why do weRead? In Real life we read for many purposes: For Pleasure Information Keeping in touch Survival
What a bout in a classroom ! Why do students read???????????? They read because the teachers ask them to read the passages found in their text book. They do not have the motivation to read. For this reason we develop a new way of teaching reading in which we include the three stages of teaching reading with a very interesting and motivating scenario called ( Reading Quests)
What are reading Sub skills? • • • • • • •
predicting Skimming (Understanding gist) Scanning (Understanding relevant details ) Interpreting (Distinguishing : main points from secondary points - Facts from comment ) Deriving meaning from texts that contain unknown words and phrases . Using appropriate aids ( dictionaries – pictures – graphs) Understanding conceptual meaning in text [e.g. comparison, cause & effect, audience & purpose].
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Note-making from text.
What are the three stages of reading? in the matter of presenting the excellent way to teach reading, EFL teachers divide teaching reading procedures into three stages:
Pre- reading stage. While reading stage. Post reading Stage. These stages are inseparable and each one leads to the other as a complete circle.
Pre-reading stage The activities the teachers use during pre-reading may serve as preparation in several ways. During pre-reading you may:
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(s) for reading Provide opportunities for group or collaborative work and for class discussion activities
Sample pre-reading activities:
Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information Looking at pictures, maps, diagrams, or graphs and their captions Skimming to find the theme or main idea and eliciting related prior knowledge Reviewing vocabulary or grammatical structures Reading over the comprehension questions to focus attention on finding that information while reading Constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) Doing guided practice with guessing meaning from context or checking comprehension while reading
Pre-reading activities are most important at lower levels of language proficiency and at earlier stages of reading instruction. As students become more proficient at using reading strategies, you will be able to reduce the amount of guided pre-reading and allow students to do these activities themselves.
While reading stage While Reading Strategies Help Improve Understand the Deeper Layers of a Text .
While Reading Strategies In order to help a reader during the actual reading process, the following can be used.
guessing word meanings by using contextual clues, word formation clues or cognates identifying topic sentences that contain the main idea of the paragraph using visual and sensory images such as graphic organizers to identify the main themes of a text distinguishing between general and specific ideas recognizing connectors recognizing lexical clues (reference words) making conclusions and drawing inferences. Summarizing the main point of the passage.
Post-reading stage In this stage, the teachers go beyond the passage and engage students in discussion in which they evaluate the information they got from the reading passage.
After Reading Strategies 1) Discuss with classmates or others what information you gained during reading. Not all people get the same information, so this can be important in pulling together an actual picture of what is read. 2) Revisit key points in the story. In other words, summarize what was read. You can do this either verbally or through taking notes. 3) Return to your original predictions before you read. Were they correct? If not so, why not? 4) Use graphic organizers to help collect thoughts. There are handouts the teachers can give to collect thoughts, such as the much known Venn Diagram. If the person is a visual learner, the graphic organizers help to put thoughts in order.