Chapter 5
Interactive Listening and
Reading
Marjorie Hall Haley, PhD - GMU
2004
1
Interactive Listening and Reading in
Content-Based Classes
Reading comprehension should be
regarded as an interactive (active)
process.
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Testing hypotheses
Separating main ideas from details
Deducing meaning
Searching for cohesive elements
Contextual guessing
Marjorie Hall Haley, PhD - GMU
2004
2
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
3
Interactive Listening and Reading in
Content-Based Classes
Different perspectives:
 Listening
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Pyscholinguistic- skills and stragegies
Sociocultural- respond to and create
interpretations
Reading
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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
4
Interactive, Content-Based Listening
Comprehension
Interactive Listening Comprehension
Development in Content-Based Classes
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Build awareness and use of appropriate reception
strategies
Consider characteristics that affect listening
 text
 task
 interlocutor
 listener
 process
Marjorie Hall Haley, PhD - GMU
2004
5
Interactive, Content-Based Listening
Comprehension
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Diverse Learners
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When planning consider
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Multiple intelligences
Learning styles
Incorporate listening strategies
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Cognitive
Metacognitive
Marjorie Hall Haley, PhD - GMU
2004
6
Interactive, Content-Based Listening
Comprehension
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Linking Assessment to Interactive Learning
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Use a variety of instruments and procedures
 Oral report
 Outlines, web pages,
maps, charts, t-lists
 Computer assisted language
activities/simulations
 Musical cloze
Marjorie Hall Haley, PhD - GMU
2004
7
Literacy
Create opportunities for reading,
listening, viewing in your classroom
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Resource centers/Learning stations
Reading aloud
Guided reading
Marjorie Hall Haley, PhD - GMU
2004
8
Literacy
Moving from Guided Reading to
Independent Reading
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Combine top-down and bottom-up
approach
Text strategic approach –
ideas/generalizations rather than facts
Marjorie Hall Haley, PhD - GMU
2004
9
Reading
Selecting and Accessing Authentic Texts
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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
10
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
11
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
12
Reading vs. Literacy
Critical literacy:
Context of its
back TEXT forward
social constuction
Marjorie Hall Haley, PhD - GMU
2004
Social Use
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Reading vs. Literacy
Socially responsible critical literacy
interaction:
Ask yourself:
1)
2)
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
14
Reading vs. Literacy
ESL standards emphasize:
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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
15
Reading and literacy
Listening and Reading Strategy
Instruction
 Competencies needed for
comprehension:
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Grammatical
Sociolinguistic
Discourse
Strategic
Marjorie Hall Haley, PhD - GMU
2004
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Reading and literacy
Designing interactive reading techniques:
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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
17
Strategy-Based Reading
Instruction
Reading Strategies:
 Prereading strategies
 During-reading strategies
 After-reading strategies
Marjorie Hall Haley, PhD - GMU
2004
18
Strategy-Based Reading
Instruction
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Reading response logs
Anticipation guides
Literacy scaffolds
Semantic mapping
SQ3R
Advance organizers
Think aloud
Read aloud
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Morning message
Language experience
approach
Echo reading
Guided reading
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Silent sustained reading
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Marjorie Hall Haley, PhD - GMU
2004
19
Reading Assessments
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Types of Assessments:
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Checklist, conference notes,
observations, interviews, exit slip, admit
slip,dialogue journal
IRI
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Reading levels
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Independent, Instructional, Frustration
Marjorie Hall Haley, PhD - GMU
2004
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