1. Meeting the needs of second language speakers – Reading

2. What do these tasks tell us about how we read?

3. Reading - theories 1. Cultural / text knowledge helps learners decode text 2. Readers will focus on words they don’t know 3. Fluent readers make use of a number of cues (semantic, contextual, phonic) 4. For second language readers phonic cues may be less effective

4. What are the implications for ESOL learners? 1. 2. 3. 4.

5. Implications 1. Different culture/ different schemata therefore less to draw on 3. Lack confidence 4. Lose interest because they can’t keep up 2. Limited vocabulary and knowledge of grammar - get stuck on new vocabulary read slowly and become dictionary dependent

6. Reading stages to help ESOL Learners The readers schemata need to be activated through a pre reading task (this could include a focus on lexis) Visuals headlines and headings should be drawn on to encourage the practice of prediction A gist task can help the reader obtain a quick overview and probably confirm their predictions (skimming) A specific reading task allows the reader to obtain more information or check their understanding of new vocabulary (scanning) * Students need to be given a purpose for reading