1. Components of Reading Abilities 张 Andy http://www.tronest.cn

2. OUTLINE 1. How do you achieve comprehension? 2. What stand in the way of comprehension? 3. What are components of reading abilities?

3. Two Excerpts 冻合玉楼寒起粟，光摇银海眩生花。 Before the detonation, Fermi had torn a sheet of notebook paper into bits. As he felt the first quiver of the shock wave, he released the shreds above his head. They fluttered down and landed about two and a half yards behind him. How do you achieve comprehension?

4. Difficulties 1. Fish fish fish. 2. Forbidden fruit is sweet. 3. The mirror told me a story. 4. They can fish here. 5. Apart from complementary distribution, a phoneme may sometimes have free variants. 6. Thus, approaching personal dilemmas as Fermi problems can become a habit that enriches your life. 我是胖人，不是粗人。 狂奔的蜗牛。 令堂可是令尊表姐？ 咬死了猎人的狗。 除了互补分布之外，音位有时可能也有自由变体。

5. Components 1. Word Recognition 2. Syntactic Parsing 3. Semantic Construction 4. Text Model 5. Situation Model 6. Background Knowledge 7. Working Memory 8. Executive Control

6. 1. Word Recognition  The most fundamental requirement for fluent reading comprehension is and word recognition. Four to five words per second Unconsciously and cannot be suppressed Rapidity and automaticity apply as well to the other 7 processes automatic rapid

7. 2. Syntactic Parsing 1. Whenever 2. I would bring any of my friends back to my room 3. all I had to do 4. was just glance once at Sucker 5. and he would get up from 6. whatever he was busy with 7. and maybe half smile at me, 8. and leave without saying a word.

8. 3. Semantic Construction  A third basic process that starts up automatically as we begin any reading task is the process of combining word meanings and structural information into basic clause-level meaning units.

9. 4. Text Model  The text model of comprehension is a set of main ideas that the reader develops. It amounts to an internal summary of main ideas. An example ： My first job 大学英语精读第二册第四课

10. Text interpretation  Try to summarize each paragraph: 1. I applied for a teaching post (the reasons). 2. I went for an interview (a long way to Croydon). 3. The school came into sight (external description). 4. The headmaster showed up (his appearance). 5. I was interviewed (internal description). 6. He introduced the teaching set-up (time, subject, etc). 7. The teaching set-up filled me with fear (reasons). 8. I mentioned the salary (the real boss mentioned). 9. I detested working under a woman (interview over).

11.  Part division Main IdeasParasParts 1 1 22-8 3 9 I applied for a teaching job. I went for an interview. I refused the job offer. Text interpretation

12. 5. Situation Model  Almost immediately the reader will begin to interpret the information from the text in terms of his or her own goals, feelings and background expectations. This explains the existence of different interpretation of a single text. An example ： The Road Not Taken

13. 5. Situation Model Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I-- I took the one less traveled by, And that has made all the difference. ①③ ②④

14. 6. Background Knowledge  As the reader transforms information from clause-level meaning units to the text model of comprehension and then to the elaborated situation model of reader interpretation, background knowledge takes on the most importance (in inferring.) Refer to the previous examples

15. 7. Working Memory  Working memory keeps information active for one or two seconds while it carries out the appropriate processes. If processing of active information is not done quickly enough, the information fades away and must reactivated, taking more resources and making the reading process inefficient.

16. 8. Executive Control  Text Model and Situation Model construction require the abilities to oversee, or monitor,comprehension, use strategies as needed, reassess and reestablish goals, and repair comprehension problems.