TEACHING READING

1. TEACHING READING IndawanSyahri indawansyahri

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3. Types of Written Language • Non-fiction – reports, editorials, essays, articles, reference (dictionary, encyclopedias) • Fiction – novels, short stories, jokes, drama, poetry • Letters – personal, business • Greeting cards • Diaries, journals • Memos (e.g. interoffice memos) • Announcements • Newspapers • Academic writing – research reports, essays, papers, theses • Forms, application • Invitations • Advertisement indawansyahri

4. Characteristics of Written Language • Permanence • Process time • Distance • Orthography • Complexity • Vocabulary • Formality indawansyahri

5. Micro-skills for Reading Comprehension (1) • Discriminate among the distinctive graphemes and orthographic patterns of English. • Retain chunks of language of different lengths in short-term memory. • Process writing at a efficient rate of speech to suit the purpose. • Recognize a core of words, and interpret word order patterns and their significance. • Recognize grammatical word classes, systems, patterns, rules, and elliptical forms. • Recognize that a particular meaning may be expressed in different grammatical forms. • Recognize cohesive devices in written discourse and their signaling the relationship between and among clauses. indawansyahri

6. Micro-skills for Reading Comprehension (2) • Recognize the rhetorical forms of written discourse and their significance for interpretation. • Recognize the communicative functions of written texts, according to form and purposes. • Infer context that is not explicit by using background knowledge. • From events, ideas, etc., described, infer links and connections between events, deduce cause and effects, and detect such relations as main ideas, supporting ideas, new information, given information, generalization, and exemplification. • Distinguish between literal and implied meanings. • Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. • Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from the context, and activating schemata for the interpretation of texts indawansyahri

7. Strategies for Reading Comprehension • Identifying the purpose in reading • Use graphemic rules and patterns to aid in bottom-up decoding (for beginner level) • Use efficient silent reading techniques for relatively rapid comprehension (for intermediate or advanced level) • Skimming • Scanning • Semantic mapping or clustering • Guessing • Vocabulary analysis • Distinguish between literal and implied meanings • Capitalize on discourse markers to produce relationships (p 296) indawansyahri

8. Types of Classroom Reading Performance indawansyahri

9. Principles for Designing Interactive Reading Techniques (1) • Make sure that you don’t overlook the importance of specific instruction in reading skills • Techniques should be intrinsically motivating. • Techniques should utilize authentic language and contexts. • Encourage the development of reading strategies. • Include both bottom-up and top-down techniques. • Consider subdividing your techniques into pre-reading, during reading, after-reading phases. • Build in some evaluative aspect to your techniques. indawansyahri

10. Reading Principles (Hammer, 2007) • Encourage students to read as often and as much as possible • The students need to be engaged with what they are reading • Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction • Prediction is a major factor in reading • Match the task to the topic when using intensive reading texts • Good teachers exploit reading texts to the full indawansyahri

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