1. READING DR. HUSNIAH SAHAMID FACULTY OF EDUCATIONAL STUDIES
UNIVERRSITI PUTRA MALAYSIA

2. What is reading?

3. Reading What do people do when they read?
Use previous knowledge, experience, of topic ?
when trying to understand the meaning of a passage?
Only depend on information in text/

4. Model of Reading Top down: reader brings
- Prior knowledge , experiences
predicts, guesses etc
Confirmation of prediction, guesses

5. Models of Reading Bottom up: Reader : Reads words, sentences,
Looks at organisation of text
Knowledge of vocabulary ,syntax,
- to construct meaning of text

6. Interesting exercise Read the paragraph in the following slide.
Try and figure out what the paragraph is about.
Make a note of the startegies that you used to help you in your task

7. TOP DOWN: Experience, prior knowledge
comprehension
BOTTOM UP : Words
Sentences
Grammar
Text

8. What is this writer talking about?
A newspaper is better than a magazine. A seashore is a better place than a street. At first it is better to run than to walk. You may have to try several times. It takes skill, but it is easy to learn. Even young children can enjoy it. Once successful, complications are minimal. Birds seldom get too close. Rain, however, soaks in very fast. Too many people doing the same thing can also cause problems. One needs a lot of room. If there are complications, it can be very peaceful. A rock will serve as an anchor. If things break loose, however, you will not get a second chance

9. Topic of passage:
Flying a kite!
Importance of activating prior knowledge

10. PRELIMINARIES When selecting a passage: Making a decision
Identifying of text
Recognizing level of students
Recognising proficiency of students
Interests
Recognising purpose

11. Purpose of Reading Recognizing purpose
- help students select reading strategies.
get the main idea?
obtain specific information?
understand most /or all of message?
enjoy a story?

12. Instructional purpose
What is the Objective?
practicing / reviewing specific grammatical constructions,
introducing new vocabulary,
familiarize with structure of certain type of text. (narrative, descriptive essays?, report, poem etc)

13. Reading Activity 3 stages: Pre-reading, While-reading,
Post-reading activities

14. Texts: Level of difficulty
How is the information organized?
Does the:
- story line,
- narrative,
- instruction
conform to familiar expectations?

15. Selecting Texts events presented in natural chronological order ?
have an informative title?
present the information following an obvious organization?
First main ideas,
Second details and examples
easier to follow.

16. Familiarity How familiar are students with topic? WHY?
misapplication of background knowledge
- eg: cultural differences
can create major comprehension difficulties.

17. Redundancy Does text contain redundancy? WHY?
- lower levels of proficiency, (LP)
short, simple messages easier to process
( HP students benefit from natural redundancy of authentic language)

18. Visual support visual support to aid in reading comprehension?
eg. photographs, maps, and diagrams?
WHY
help students preview content of text
guess meanings of unknown words
AND check comprehension while reading.

19. Pre-reading activities
important at lower levels of language proficiency
when more proficient at using reading strategies
T can reduce amount of guided pre-reading
allow students to do activities themselves.

20. PRE READING ACTIVITIES

21. What are Pre reading activities
prepare students before they read
considerable effect on understanding
enjoyment of what they read

22. Why pre-reading activities?
need a reason/purpose to read.
activating prior knowledge
Esp: learner who does not feel completely confident of his / her ability to read

23. Purpose of Pre-Reading Activities:
Motivate, set purposes for reading
Activate, building background knowledge
Relate reading to students’ lives
Pre-teach vocabulary, concepts
direction setting

24. Text type Discuss the text type Example: If it is a newspaper article
Spend time discussing facts and opinions
If Magazine…

25. Predicting Different types of predicting activities
Predict based on the title,
later confirming students’ their guesses
during the while stages of reading.

26. Predicting what the text is about according to external text features:
the picture,
the title in bold,
the subtitle,
the type of the text.

27. Predicting Read first line of beginning paragraph and try to predict
a title or theme.

28. Brainstorm The Questions: When-Where-Who? What Happens? Why?
Ask students to relate the phenomenon to their personal lives,
provide examples
activate personal knowledge

29. KWL graphic organiser Students fill in column of : what they "KNOW"
then ask about "What they "WANT" to know
they fill in what they LEARNED
after they have read the text.

30. EXAMPLE Activating prior knowledge on: News Consumption Habits
class discussion / group work.
Sample beginning questions:
“How do you get the news - from radio, TV, newspaper, Internet? “

31. KWL Organiser K-W-L is the creation of Donna Ogle 3-column chart
Before, During, and After components of reading a text selection.

32. KWL Organiser
K stands for Know This is the prior knowledge activation question.
W stands for Will or Want What do I think I will learn about this topic? What do I want to know about this topic?
L stands for Learned What have I learned about this topic?

33. What do I think I will learn
What do I already know? W
What do I think I will learn L
What have I learnt

34. During Pre-reading may serve as preparation :
assess students' background knowledge:
- topic, linguistic content of text
give students background knowledge
or activate existing knowledge students possess
necessary for comprehension of text,

35. During pre-reading
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

36. 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
Talking about the author's background, writing style, and usual topics
Skimming to find the theme or main idea and eliciting related prior knowledge

37. 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

38. WHILE READING ACTIVITIES

39. Match while-reading activities to purpose for reading
students check comprehension as they read.
purpose for reading determines
appropriate type, level of comprehension.

40. specific information When reading for specific information
students need to ask themselves,
have I obtained the information I was looking for?

41. pleasure/literature-based
students need to ask themselves
Do I understand the story line?
Do I understand sequence of ideas?

42. intensive reading
When reading for thorough understanding (intensive reading),
students need to ask themselves,
Do I understand each main idea/central theme and how the author supports it?
Does what I'm reading agree with my predictions, and, if not, how does it differ?

43. check comprehension Stop at end of each section to review
check students predictions,
Restate main idea
and summarize the section

44. check comprehension Use comprehension questions as guides to the text,
stopping to answer them as they read

45. Rosenblatt (1978, 1991) aesthetic and efferent
identified two stances
readers take while reading a text
depending on their purposes for reading:
aesthetic and efferent

46. aesthetic stance in reading a story, poem, or play,
attention shifts inward
centers on what is being created during the actual reading:
personal feelings, ideas, and attitudes.

47. efferent stance readers’ attention narrows
build up meanings ,ideas to be retained.
Rosenblatt : the reader, rather than the text, dictates stance
any text can be read either way
when reading any one text,
readers shift along a continuum from the aesthetic to efferent stance.

48. Pantomime a  scene you choose or the class calls out to you while up there.
Dramatic monologue for a character in a scene: what are they thinking/feeling at that moment--why?
Dramatic monologue for a character while they are out of the book: where are they? why? thinking?
Business Card Book: write the story in the most compelling way you can on paper the size of a business card.

49. Collage: create an individual or class collage around themes or characters in the book. Haiku/Limerick: create one about a character.
Cliffs Notes: have each student take a chapter and, using Cliffs' format, create their own.
Roundtable: give students a chance to talk about what intrigues, bothers, confuses them about the book.

50. Silent Roundtable: the only rule is the teacher cannot say anything during the period allotted for class discussion of book.
Silent Conversation: a student writes about a story on paper; then passes it to another who responds to what they said; each subsequent respondent "talks" to/about all those before.

51. Fishbowl: impromptu or scheduled, 2-4 students sit in middle of circle and talk about a text; the class makes observations about the conversation then rotate into the circle.
Make Your Own Test: have students create their own test or essay questions about the text; this allows them to simultaneously think about the story and prepare for the test on it.
Recasting the Text: students rewrite a poem as a story, a short story as a poem or play. All rewrites should then be read and discussed so as to understand how the different genre work.

52. Debates: students reading controversial texts or novels with debatable subjects such as 1984 should debate the issues.
Literature Circles: students gather in groups to discuss the text and then report out to the class for full-class discussion.

53. Postcard: write to a friend about this book; to the author; to a character in the book; write as if you were the character or author and write to yourself.
Mapmaker: draw a map of the book's setting
Moviemaker: write a one page "pitch" to a producer explaining why the story would or would not make a great movie.

54. Trailer: movie previews always offer a quick sequence of the best moments that make us want to watch it; storyboard or narrate the scenes for your trailer. Focus on verbs.
Billboard: as in the movies, take what seems the most compelling image(s) and create an ad.
Adjective-itis: pick five adjectives for the book or character(s), and explain how they apply.