1. Chapter 8 – Reading and Decoding
Presenter: Laura Mizuha

2. Learning to READ Reading skills are Reading skills. BUT…
LEARNING TO read in a 1st language is not like learning to read in the 2nd language.
1st language was long and slow (primary to high school)
NOW…
YOU ALREADY KNOW HOW TO READ 
PROBLEM:
You don’t want to do the same, slow process over again, BUT YOU HAVE TO.
GOOD NEWS:
The second time is faster than the first.
Especially, Portuguese and English are relatively similar.

3. Reading: The Problem and the Goal
Letters make words.
Words make sentences.
Words make phrases.
Phrases make sentences.
Etc.
The beginning stages of reading require mostly bottom-up process.
However, in second language, students often STAY READING in this bottom-up way. They are always decoding (=translating). The problem:
Students are focusing on words or small phrases. They miss the main idea and don’t understand the WHOLE text well.
This sort of reading is slow, so in the end, students read less and practice less.
Students use all of their time decoding. It’s slow, boring, and unmotivating. Then it’s also less effective.

4. Personal Example Note to the presenters:
You should think of 4 or 5 personal examples or experiences and add them anywhere you want. It can be about one point or a couple points together.
Don’t make an example for each point AND don’t worry to find one example that matches every point.

5. Intensive Reading vs. Extensive Reading
Extra notes:
Intensive Reading vs. Extensive Reading
Intensive Reading
Extensive Reading
Most English classes focus on this (Part 1 – last week)
Part 2 – Talks about this.
Focuses on vocabulary and grammar to understand.
Word-for-word reading
Very slow
100% understanding
Limited reading
Difficult texts
Use dictionaries
Focuses on getting the main ideas and filling in the details.
Fluent reading (rapid)
Fast and even pace
Overall understanding
Reading a lot
Easy texts
Ignore or guess unknown words
Day, R. and Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

6. 4 most common ways to teach reading.
Extra notes:
Intensive Reading
Grammar translation
Translate word by word to create meaning in first language.
Language analysis
Decipher meaning based on structures.
Strategies and Comprehension Work
Use strategies to help you answer questions, which help you to understand.
Fluency Reading
Reading a lot to for interest and fun.
Intensive Reading
Intensive Reading
Extensive Reading
Day, R. and Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.

7. Personal Example

8. Methods for Teaching Intensive Reading
Beginning level - needs intensive reading because
they need mechanical skills to decipher text.
* For, PORTUGUESE to ENGLISH, this is not a long process.
(p. 134) In class methods for beginning-level students.
Teaching the alphabet
Sounds & letters – some focus common irregular sounds, spelling.
(Teacher) Reading aloud as students follow along
Focus on words more than letters/sounds – some focus on pronunciation, punctuation.
Having students read aloud
Read in a group – focus on students hearing their own voice and reading smoothly with intonation and punctuation.

9. Methods for Teaching Intensive Reading
Intensive reading for intermediate & advanced levels
(p.135) Pre-reading Activities  BEFORE READING
Predicting
Using clues to guess what the text will be about
Scanning
Quickly looking over the text for specific information and key words.
Skimming
Quickly looking over the text for the main idea.
Focused reading
Quickly reading to find answers to specific questions (which students have read before).
(p )

10. Sit straight! Intensive reading is not pleasure reading.
Methods for Teaching Intensive Reading
(p.137) Reading and Studying the text outside of Class
Sit straight! Intensive reading is not pleasure reading.
Students need to read at home to really be good.
Also, most textbooks have lots of reading with various activities, so materials is not a problem. STEPS:
Read whole text, no stopping. Highlight or circle vocabulary or grammar that you will review AFTER.
Research most important (repeated) unfamiliar words and structures.
Read text a second time and focus on problem areas.
Prepare authentic questions to ask classmates/teacher.

11. Methods for Teaching Intensive Reading
(p ) Discussing the Text in Class
Question and Answer about the Text
Students try to INTERPRET (not translate) the text.
Students make questions and find the answers, by themselves. Teacher helps after students have tried.
NOTE: Not all question are good ones. Make criteria and try to teach relevance of questions.
Study of Word Usage
Students often ONLY worry about knowing the definitions of words. Don’t forget that usage is also important (not just part- of-speech).
Ex. From text: He needs to eat.  same structure as: He likes to eat.  Same meaning as: He likes eating.  NOT POSSIBLE TO SAY: *He needs eating.
Making sentences at home with new vocabulary or grammar structure. CAUTION: If you give students long lists, they WILL COPY, because it’s a boring task.

12. Methods for Teaching Intensive Reading
(p ) Discussing the Text in Class
Listing of Main Points/Outlining
Students write the main points and supporting details. Groups or individual; in class and/or at home.
Students should have a time to present their work. Study for a test is not usually sufficient incentive to make an outline.
Interpretive Discussion of a Passage
Students try to understand/interpret more than the literal meaning of text. Reading between the lines.
Students understand literal meaning,  THEN, author’s main objective, bias and stance, tone, author’s purpose.
Studying Genres
Every culture has different formats for writing, called genres. The rules and procedures are called genre conventions.
NOTE: Teachers can tell students what rules and format it, but it’s good for students to spend time and figure them out. This also helps for writing.

13. Personal Example

14. In-Class Methods for Teaching Extensive Reading
Extensive Reading should be enjoyable and rewarding.
Among others, two important aspects of Extensive Reading:
(p.140) Reading Speed Practice
Read more, so you can comprehend more.
Minimum effective reading rate: 200 words per minute (wpm).
Average: 250 wpm.
Optimum: wpm.
Improvement tends to be gradual (=slow).
NOTE: Much of reading is like this in class, so students think it’s the right/best way to read.
(p.141) Guessing Vocabulary
Don’t use a dictionary (until later, if really needed).
Students get in the habit of guessing or skipping unknown words.

15. Extensive Reading Outside Class
Of course, there isn’t enough time in class to do enough reading. Encourage and teach students how to do it outside of class.
(p.142) Choosing Material
Books and texts that are interesting and not overly difficult.
Snow suggests: Read half a page from the middle. If you CAN UNDERSTAND, more-or-less, then it’s okay.
(p.143) All-Class Reading Assignments
The whole class reads the same book (if enough copies).
Do pre-reading activities as a class. Remind students about speed and no dictionaries.
Give assignments and tasks; mix with writing or discussion.
(p.143) Individual Reading Assignments
Students read the book of their choice.
Assignments chosen by the students. You can give a list of projects and students choose one.

16. Personal Example

17. If you have to give exams or tests, THEN...
Evaluating Reading
Beginning-level Reading Tests
Skimming Quizzes
Passage and Comprehension Questions
Passage and Outline
Passage and Summary
Critique
Translation
Cloze Tests
For good BACKWASH effect, students should write book reviews, oral book reports, poster projects, and other creative reports.
If you have to give exams or tests, THEN...
(p )

18. Evaluating Reading (options 1-3 explained further)
Beginning-level Reading Tests
T/F or Yes/No questions to check comprehension.
Skimming Quizzes
Give students a short story, ask them to skim. Time them (short time 1 or 2 minutes).
Then, take the story. Without looking, they write the main points.
Passage and Comprehension Questions
Very usual form of testing reading – Students read several short stories and answer comprehension questions.
Be sure that your questions match what you have taught. (eg. guessing vocabulary  make students guess about vocabulary, reading between the lines  ask interpretive questions)
NOTE: For intensive reading  detailed questions about main points, details, vocabulary, etc., so give a lot of time. For extensive reading  stories should be longer, with shorter time limits; students answer more general questions and NO dictionaries (vocabulary should be easy enough not to have it.

19. Evaluating Reading (options 4-8 explained further)
Passage and Outline
Read. Then, write an outline. Students need outlining skills, in advance.
Easier variation: Write the event for students in random order. Students must put the statements in order based on their comprehension.
Passage and Summary
Read. Then, write a summary. Students need summary writing skills, in advance.
NOTE: writing has better backwash than test questions because it encourages students to read, rather to practice how to take tests.
Critique
Write a critique or opinion paper about a text. Advanced - need high reading and writing skills.
Translation
Translate a text. Need practice in translation.
Cloze Tests
A test that students fill the blank with the appropriate word. (eg. open-ended, students can fill any word or multiple choice)
NOTE: bad backwash effect is that students might practice cloze tests more than read.

20. Practice Reading Activity OR Discussion Questions
Note to presenters:
You have a choice to make discussion questions.
AND/OR
You can demonstrate a listening activity in the class. YOU ARE THE TEACHER and the class will be your students. Don’t explain what you would do. You have to teach like a real class.
NOTE: It should be a short and simple activity, do not prepare elaborate materials. It’s just a closing to your presentation.