Chapter 5 Interactive Listening and Reading

1. Chapter 5 Interactive Listening and Reading Marjorie Hall Haley, PhD - GMU 2004

2. Interactive Listening and Reading in Content-Based Classes Reading comprehension should be regarded as an interactive (active) process. • Testing hypotheses • Separating main ideas from details • Deducing meaning • Searching for cohesive elements • Contextual guessing Marjorie Hall Haley, PhD - GMU 2004

3. Interactive Listening and Reading in Content-Based Classes Listening Comprehension: • develops when learners have been engaged in meaningful and comprehensible oral interactions. • generally precedes oral production Marjorie Hall Haley, PhD - GMU 2004

4. Interactive Listening and Reading in Content-Based Classes Different perspectives: • Listening • Pyscholinguistic- skills and stragegies • Sociocultural- respond to and create interpretations • Reading • Pyscholinguistic - autonomous, mental process; coordination of attention, perception and memory • Sociocultural - oral/written uses of language are interdependent; function relates to context. Marjorie Hall Haley, PhD - GMU 2004

5. Interactive, Content-Based Listening Comprehension Interactive Listening Comprehension Development in Content-Based Classes • Build awareness and use of appropriate reception strategies • Consider characteristics that affect listening • text • task • interlocutor • listener • process Marjorie Hall Haley, PhD - GMU 2004

6. Interactive, Content-Based Listening Comprehension • Diverse Learners • When planning consider • Multiple intelligences • Learning styles • Incorporate listening strategies • Cognitive • Metacognitive Marjorie Hall Haley, PhD - GMU 2004

7. Interactive, Content-Based Listening Comprehension • Linking Assessment to Interactive Learning • Use a variety of instruments and procedures • Oral report • Outlines, web pages, maps, charts, t-lists • Computer assisted language activities/simulations • Musicalcloze Marjorie Hall Haley, PhD - GMU 2004

8. Literacy Create opportunities for reading, listening, viewing in your classroom • Resource centers/Learning stations • Reading aloud • Guided reading Marjorie Hall Haley, PhD - GMU 2004

9. Literacy Moving from Guided Reading to Independent Reading • Combine top-down and bottom-up approach • Text strategic approach – ideas/generalizations rather than facts Marjorie Hall Haley, PhD - GMU 2004

10. Reading Selecting and Accessing Authentic Texts • Topic should be accessible to the learner • Appropriate length • Linguistic level achieving (i+1) • Abundance of clues (contextual, verbal, pictorial, linguistic) Marjorie Hall Haley, PhD - GMU 2004

11. Reading Four Types of Reading Skills: • Intensive reading • Extensive reading • Skimming • Scanning Bottom-up vs. Top-down Activity: The Take-Five Model Marjorie Hall Haley, PhD - GMU 2004

12. Reading vs. Literacy Sociocultural View – move student from the known to the unknown; construct his/her own meaning Whole language is an approach where: literacy meaning through collaboration, sharing, interaction Marjorie Hall Haley, PhD - GMU 2004

13. Reading vs. Literacy Critical literacy: Context of its TEXT Social Use social constuction back forward Marjorie Hall Haley, PhD - GMU 2004

14. Reading vs. Literacy Socially responsible critical literacy interaction: Ask yourself: • What relationships between the reader & written text do you want to cultivate? • What are some potential meaning that can be derived from the text? Marjorie Hall Haley, PhD - GMU 2004

15. Reading vs. Literacy ESL standards emphasize: • Language as communication • Language learning through meaningful use • The individual and societal value of bi- and multilingualism • The role of ESOL students native language in their English language and academic development • Cultural, social, and cognitive processes in language and academic development • Assessment that respects language and cultural diversity Marjorie Hall Haley, PhD - GMU 2004

16. Reading and literacy Listening and Reading Strategy Instruction • Competencies needed for comprehension: • Grammatical • Sociolinguistic • Discourse • Strategic Marjorie Hall Haley, PhD - GMU 2004

17. Reading and literacy Designing interactive reading techniques: • Offer specific instruction in reading skills • Use motivating techniques • Choose texts for authenticity and readability • Encourage the development of reading strategies • Include both bottom-up/ top-down techniques • Follow SQ3R sequence • Subdivide techniques into prereading, during reading and after-reading • Evaluate your techniques Marjorie Hall Haley, PhD - GMU 2004

18. Strategy-Based Reading Instruction Reading Strategies: • Prereading strategies • During-reading strategies • After-reading strategies Marjorie Hall Haley, PhD - GMU 2004

19. Reading response logs Anticipation guides Literacy scaffolds Semantic mapping SQ3R Advance organizers Think aloud Read aloud Morning message Language experience approach Echo reading Guided reading Silent sustainedreading Strategy-Based Reading Instruction Marjorie Hall Haley, PhD - GMU 2004

20. Reading Assessments • Types of Assessments: • Checklist, conference notes, observations, interviews, exit slip, admit slip,dialogue journal • IRI • Reading levels • Independent, Instructional, Frustration Marjorie Hall Haley, PhD - GMU 2004