UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS

1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGÓGICO DE CARACAS Subdirección de Investigación y Postgrado Subprograma de Enseñanza del Inglés como Lengua Extranjera Reading Comprehension Authors: Albis Tovar César Rivas Edgar León LisbethBelisario Caracas, February 2010

2. Definition of Reading Comprehension

3. Capacity Perceive Understand

4. Definition of Reading Comprehension Meaning Understand Perceive

5. Readers Text Meaning Comprehension

6. Definition of Reading Accordingtodifferentauthors Kenneth Goodman and Frank Smith • Proposedreading as a process of constructingmeaningratherthanobtainingmeaningfromtheprint. • Meaningsconstructed are dependentonthereaders`knowledge, experiences, perspectivesand strategies.

7. Goodman (1976) • He statesthatreadingcouldbecharacterized as a psycholinguisticguessinggame. • Throughthisprocess of Trial-and-Error, thereaderconfirmstheprediction and integratesitintohisschemata.

8. SchemaTheory • Accordingtothistheory, schemaisthetechnicaltermusedbycognitivescientiststo describe howpeopleprocess, organize and storeinformation in theirheads. • Schemas are seen as cognitiveconstructsbywhichinformationisorganized in ourlong-termmemory (Widdowson, 1983).

9. Schemata Formal Content Knowledgeaboutthesubjectmatter of a text. Itdependsonthereader. Knowledgeaboutthe structure of a text

10. SchemaTheory • Accordingtothistheory, Carrell (1984) statesthat prior knowledge of content and formal schemataenablereaderstopredictevents and meaning as well as toinfermeaningfrom a widercontext.

11. Smith (1985) • Focused on the interaction between readers and the text as well as the tradeoff phenomena between visual and non-visual information. • Reading depends more on what is behind the eyes than on the visual information in front of them. • Visual and non-visual information are essential to the reading process.

13. Top Down and Bottom Up Approaches Top = Previous knowledge and expectations of the reader. I have some knowledge about this topic This article is about insects, Therefore I can make a prediction about it Down = The reader works down to the printed stimulus

14. Top Down and Bottom Up Approaches Insights that are foundational to this top-down model: • Language, reading included, must be seen in its social context. • Competence must be separated from Performance: Competence = what readers are capable of doing Performance : It is the observable result of the competence. • Language must be studied in process. • Language must be studied in its human context.

15. Top Down and Bottom Up Approaches Top-Down Applications: (Eskey & Grabe) Two approaches: • The reading lab approach:students make their own choices of reading material from among a wide selection of appropriate texts. • The content-centered approach:the teacher provides for interesting reading in sufficient quantity; a lot of information on a subject for the class as a whole to explore at some depth.

16. Top Down and Bottom Up Approaches The Bottom Up (Serial) Approach (LaBerge & Samuels, MacWorth) • The "bottom up" approach stipulates that the meaning of any text must be "decoded" by the reader and that students are "reading" when they can "sound out" words on a page. (Phonics) . It emphasizes the ability to decode or put into sound what is seen in a text.

17. Top Down and Bottom Up Approaches UP : Higher level stages BOTTOM : Printed Stimulus

18. Top Down and Bottom Up Approaches Problem: • According to Eskey (1973), the decoding model is inadequate because it underestimates the contribution of the reader who makes predictions and processes information. It fails to recognize that students utilize their expectations about the text, based on their knowledge of language and how it works. (p. 3)

19. Top Down and Bottom Up Approaches Bottom-Up Implicationsforthe SL Classroom:(Carrell p. 240-244) • Grammaticalskills: cohesivedevices are veryimportant. • Vocabularydevelopmentand wordrecognitionhavebeenrecognized as crucial tosuccessfulbottom-up decodingskills. • Teachersmustbecomeaware of thecross-cultural differences in vocabulary and howmeaningmayberepresenteddifferently in thelexicons of variouslanguages.

20. Interaction of Bottom-up and Top-down Processing of Information.

21. Bottom -up Top - down Interaction Text Text Text Text Text Text

22. Top-down Bottom-up Meaning of a text

23. Bottom-up Top-down Ensure Accurate Rapid Processing of Info.

24. Automatic Decoding Good

25. Second Language Learners help need Decoding

26. Interactive model Materials Lacks E S L E F L suplement T O p Bottom

27. Instructional Programs instructions Understand

28. Reading theories Info Print Prior Knowledge Meaning Context Experience

29. Skilled Reader Purpose

31. TheInteractive Model

32. Howlongdoesittake youtoread? X P T A Q E W T Jamhot pin calldidtap son tick Howquickly can youread and understandthis?

33. ReadQuickly Thehandsomeknightmountedhishorse, and galloped off tosavethebeautifulprincess. On and on, overmountains and valleys, untilhisgallopinghousewasexhausted. At last he dismounted…Wherewasthedragon?

34. Bottom-Up Concerns Identification

35. Top-Down Concerns Schema Global Meaning Interpretation

36. TheInteractiveModel Thecontinuousinteraction Top-Down Bottom-Up

37. Decoding

38. Arousing Expectations Discussingthetopic Situations Text

39. Top-Down Bottom-Up

40. Skills Knowledge

41. References Carrell, P.; Devine, J.; Eskey, D. (2000).InteractiveApproachestoSecondLanguage Reading. Cambridge UniversityPress. Gascoigne, C. (2005). TowardanUnderstanding of theRelationshipbetween L2 Reading Comprehension and GrammaticalCompetence. [Articleon Line] Available in http://www.readingmatrix.com/articles/gascoigne/article.pdf [Consulted: 2010, February 18] -Salem, N. (2007). TeachingSecongLanguage Reading fromAninteractivePerspective. [ web site ] available in http: / nandab.tripod.com/. [consulted: 2010, February 18].-Villanueva, E. (2006). ApplyingCurrentApproachtotheTeaching of Reading. Revista Forum, Number 1, Pag. 8-14.