Reading
Instructor:
Professor Mavis Shang
Presenters:
Eric
Max
Teaching Children
Literacy Skills in a
Second Language
Introduction
► Reading
is probably the most important
skills for second language learners in
academic context.
► The
teaching of writing and oral skills is
increasingly being integrated with reading
instruction. (for both NES and ELLs)
Reading as a Complex, Interactive
Process
► 1.
automatic recognition skills-
► 2.
vocabulary and structural knowledge-
► 3.
formal discourse structure knowledge-
Reading as a Complex, Interactive
Process
► 4.
content/word background knowledge-
► 5.
synthesis and evaluation skills/strategies-
► 6.
metacognitive knowledge and skills
monitoring-
Becoming Literate in a Second
Language
► There
are many similarities in the process of
learning to read for ELL and NES children.
► Similar
approaches are often used in classes
of both native and non-native readers.
Oral Language Skills and Academic
Literacy Skills
► NES
and ELL children often differ in terms of
the language background.
► Research
suggests, ELLs don’t need to wait
until they are orally fluent to start learning
literacy skills.
The Role of the First
Language in Literacy
Development
►The
relationship between L1
and L2.
Varied Experiences, Background
Knowledge, and Cultures of ESL
Students
► Be
cautious about making any assumptions
about the cultural or language backgrounds
of ELLs.
First Language Literacy:
Assumptions about Print
► 1.
pictures with text
► 2. read left to right, front to back, top to
bottom
► 3. separate words from each other
► 4. quotation marks
► 5. punctuation marks
► 6. written language has different rules and
conventions from oral
Is there an optimal way
to teach reading and
writing?
Part-Centered (Code-Emphasis)
Method
► 1.
phonics approaches
► 2.
so-called linguistic approaches
► 3.
a sight word approach
► 4.
basal reader approach
Socio-Psycholinguistic (MeaningEmphasis) Approaches
► 1.
Language Experience Approach (LEA)
► 2.
A Literature-Based Approach
► 3.
Whole Language Approach
LEA
► 1.
dictate a “story”
► 2.
teacher or children read the story
► 3.
various extended activities
► 4.
be able to read other’s writing.
The Phonics/Whole Language
Debate
►Numerous
studies have attempted
to determine the relative
effectiveness of many of these
methods. Unfortunately, results
have often been inconclusive or
even contradictory.
The Review from Bond and Dykstra
(1997)
► 1.
systemic emphasis and teaching of word
study skills are necessary
► 2.
eclectic programs is better than orthodox
approaches
► 3.
not all reading programs work equally
well
The Review from Bond and Dykstra
(1997)
► 4.
various methods and materials
► 5.
writing component
► 6.
adopting certain elements from other
approaches.
Balanced Approach (whole-to-partto-whole) :The Instructional
Guidelines (Strickland)
► 1.
skills and meanings should always be
kept together.
► 2.
systemically predetermined instruction
► 3.
intensive instruction
Balanced Approach (whole-to-partto-whole) :The Instructional
Guidelines (Strickland)
► 4.
regular documentation and assessment
► 5.
language arts instruction
Standard and Second Language
Literacy Development
►The
test results may not be an
accurate picture of learners’ true
abilities if they are not able to read,
understand, or respond to the test
question.
►Strategies
to Facilitate
Second Language Literacy
Development and Help
Students Achieve
Standard
Expose Students to the Many Uses of
Print around Them
► 1.
label items in the room.
► 2.
focus attention on the print.
► 3.
manage aspects of classroom business in
writing.
Expose Students to the Many Uses of
Print around Them
► 4.
establish a regular place to post
announcement or messages.
► 5.
► 6.
record class discussions on chart paper.
create areas in the room for specific
literacy purposes.
Provide Opportunities for Children to
Read More Extensively on a Subject
► Extensive
► Internet
sources.
reading can be very effective.
research and projects are excellent
Provide Authentic Purpose for
Reading and Writing
► E-mail
messages
► Dialogue
journal
► Research
projects
► Class
to class information exchange via internet
Provide Scaffolding for Learning
► Temporary
supports (before ELLs are able to
do unassisted)
► Decrease
or remove supports. (after ELLs
are able to do unassisted)
Use Oral Skills to Support Reading
and Writing Development
► Encourage
cooperative groups.
► Explain
orally before writing.
► Report
what they discover and accomplish.
► Put
the same information into written form.
Focus Students’ Attention on
Reading and Writing Strategies
► Thinking
► Asking
► Looking
► Monitoring
Conclusion
►Teachers
need to be familiar with
various approaches to teach reading so
that teachers can make a wise choices
about how to teach.
Developing Adult Literacies
Resources
Needs
Goals
What is English as a Second
Language (ESL) Literacy?
► Nonliterate
► Preliterate
► Biliterate
Many Learners, Many Literacies
► Prose
literacy (poems)
► Document
literacy (job application)
► Quantitative
literacy (order forms)
Fours Themes or Purposes for
Language and Literacy Learning
► Access:
► Voice:
Information
Express ideas and opinion
► Independent
► Bridge
Action: solve problems
to Future: how to learn
Basic Adult ESL/Literacy and Lifelong
Learning
Adults have pursued their learning for
►
1. Personal
►
2. Professional
►
3. Academic
Family Literacy Program Goals and
Models
► 1.
to support parents in promoting children’s
school achievement
► 2.
to foster a love of reading
► 3.
put forth for some programs
► 4.
to reconnect the generations in positive ways
Goals of Pre-employment and
Workplace Programs
► 1.
to get a job
► 2.
to survive on a job
► 3.
to thrive on a job
Goals of Civic ESL/Literacy Education
a.
1. to assist learners in preparing to take
the naturalization exam.
Question Division
b.
Information gap activities
c.
Flash cards
►
Goals of Civic ESL/Literacy Education
a.
2. to encourage learners who have been
naturalized to exercise their newly earned
franchise with the vote
A mock election
b.
Voting basic
a.
How and where to find information
►
Goals of Civic ESL/Literacy Education
►
Many forms of civic participation
a.
Examine their beliefs
b.
Identify and analyze issues
c.
Build skills and strategies
Orientations to Curriculum and
Instruction
► Mastery
or Transmission of Knowledge
a. Mastery-Based orientation: focuses on
linguistic structures, language skills, specific
content, and/ or competencies.
Orientations to Curriculum and
Instruction
► Mastery
or Transmission of Knowledge
b. Content-Based Approaches: focuses on
specific subject matter.
Orientations to Curriculum and
Instruction
► Mastery
or Transmission of Knowledge
c. Competency-Based Education: an
instructional objective described in taskbased terms.
Orientations to Curriculum and
Instruction
►
Meaning-Making or Constructivism
a.
Participatory or Freirian Approach:
*use of generative words and themes
*the notion of teachers as facilitators
*use of problem-posing
Orientations to Curriculum and
Instruction
► Meaning-Making
or Constructivism
b. Whole Language Approach: learners work
together to read and write for and with each
other and evaluate products together.
Orientations to Curriculum and
Instruction
► Meaning-Making
or Constructivism
c. Project-Based Learning: learners investigate
a question, solve a problem, plan an event,
or develop a product.
What Works? Continua for
Observation and Inquiry
►
These questions can guide our own inquiry,
as we observe “what works” for different
learners and different situation.
a.
What is the relative emphasis on four skills?
b.
How much emphasis is given to linguistic
versus nonlinguistic outcomes?
What Works? Continua for
Observation and Inquiry
c. What is the extent of focus on structure
versus meaning-making?
d. How much time do learners use language
and literacy in the class?
e. Is curriculum predetermined or does it
evolving learner interests?
What Works? Continua for
Observation and Inquiry
f. To what extent do learners know the
objectives of the lesson and have an
opportunity for input?
Promising Directions in Adult ESL
Literacy Instruction
► 1.
Take an inquiring stance: practitioners
who learn about learners are in the best
position to help.
► 2.
Balance skills and structures with
meaning-making and knowledge creation:
good at teaching language structures and
functions
Promising Directions in Adult ESL
Literacy Instruction
►
Develop “Vision-Making” Muscles:
a.
What is our purpose?
b.
What are we hoping to make happen for
learners who enter our classroom when
they come in and after they have left?
Promising Directions in Adult ESL
Literacy Instruction
► Demand
mutual accountability :
*Teachers and learners would be responsible
for each other.
Promising Directions in Adult ESL
Literacy Instruction
► Create
communities of learners and
communities of teachers:
*whether in person or on-line, can provide
support in one of the most challenging but
rewarding endeavors imaginable.
Reading for Academic
Purposes
(EAP)
Introduction
Purposes for Reading
► Search
► For
for information
general comprehension
► Learn
new information
► Synthesize
and evaluate information
A Definition of Reading
►The
reader draw information
from a text and combine it
with old information and
expectations.
What fluent readers usually do?
1.
Read rapidly
2.
Recognize words rapidly and
automatically
3.
Use large vocabulary store
4.
Integrate text information with their own
knowledge
5.
Recognize the purposes
What fluent readers usually do?
6.
Comprehension is necessary
7.
Read strategically
8.
Use strategies to monitor
9.
Recognize and repair
miscomprehension
10.
Read critically and evaluate
General Implication from Research for
Reading Instruction
1.
Build a recognition vocabulary
2.
Provide a clear instruction to help Ss
build a reasonable foundation in L2
3.
Address the range of skills
4.
Introduce Ss to discourse-organizing
through some practices
General Implication from Research for
Reading Instruction
5. Help Ss become strategic readers by
focus on metacognitive awareness
and strategy learning
6. Give Ss many opportunities to read
7. Make extensive reading and exposure
to L2 text
8. Motivate Ss to read
9. Integrate Reading and writing
10. Develop effective content-based
instruction
Goals for an Effective Reading
Curriculum
1.
Conduct needs analyses to interpret
institutional goals and expectations
2.
Fine-tune reading curricula in
relation to specific goals
3.
Select appropriate materials and
support resources
Goals for an Effective Reading
Curriculum
4.
Diversify Ss’ reading experiences
5.
Work with texts by means of pre-,
during-, and postreading framework
6.
Recognize the complex nature of
reading through meaningful
instruction
Conducting Needs Analyses
► It
is especially important to examine Ss’
motivations and attitudes toward reading in
general.
► Teachers
have a responsibility to gather
information about Ss’ goals, prior reading
experiences, and attitudes
Diversifying Ss’ Reading
Experiences
► Reading
can develop successfully only
if students read a large amount of
material.
► Silent
reading should be one part of
every reading lesson.
Working with Texts by Means
of a pre-, During-, and
Postreading framework
Teachers’ choices should be guided by
instructional goals, student readiness,
text resources, and implications from
research and theory.
Prereading Instruction
1.
Previewing the text
2.
Skimming the text or portions of the
text
3.
Answering questions
4.
Exploring key vocabulary
5.
Reflecting on or reviewing information
During-reading Instruction
1.
Outlining or summarizing
2.
Examining emotions and attitudes
3.
Determining sources
4.
Looking for answers
5.
Writing down predictions
Postreading Instruction
1.
Completing a graphic organizer
2.
Expanding or changing a semantic map
created earlier
3.
Listening to a lecture and comparing
information
4.
Ranking the importance of information
5.
Answering questions
Addressing the Complex Nature
of Reading through Meaningful
Instruction
1.
2.
3.
4.
5.
Vocabulary Development
Careful Reading of Texts
Awareness of text structure and
discourse organization
The use of graphic organizers to
support comprehension
Strategic reading
Addressing the Complex Nature
of Reading through Meaningful
Instruction
6.
Fluency development
7.
Extensive reading
8.
Student motivation
9.
Integrated-skills tasks
Vocabulary Development
► Students
need to recognize a large
number of words automatically if they
want to be fluent readers.
► Key
words should be the most
important part for a text
Careful Reading of Texts
The careful reading requires readers to
demonstrate a good understanding of
details in the text.
1.
Filling in blanks
2.
Determining the attitude of the writer
3.
Listing examples
4.
Matching information
Awareness of Text Structure
and Discourse Organization
A consistent effort to guide students to
see the ways that texts are structured
will help them build stronger
comprehension skills.
1.
Identifying the sentences
2.
Examining headings and subheadings
3.
Adding information
4.
Underlining transition phrases
Awareness of Text Structure
and Discourse Organization
5.
Explaining pronouns
6.
Examining an inaccurate outline and
adjusting it
7.
Reorganizing a scrambled paragraph
8.
Creating heading
9.
Identifying clues
Use of Graphic Organizers to
Support Comprehension and
Discourse Organization Awareness
► The
main goal of graphic representations
is to assist students in comprehending
difficult texts.
► Not
all graphics representations are
helpful.
Strategic Reading
► Major
goal for academic reading instruction-
the development of strategic readers
► Strategic
readers understand the goals of a
reading activity, have a range of wellpracticed reading strategies at their disposal.
Strategic Reading
Common Strategies:
1. Previewing
2. Predicting
3. Summarizing
4. Learning new words through analysis
5. Using context to maintain
comprehension
6. Generating appropriate questions
7. Clarifying meaning
8. Repairing miscomprehension
Fluency Development
►
Fluency involves :

Rapid and automatic word recognition

The ability to recognize basic
grammatical information

The rapid combination of word meanings
and structural information to create
larger meaning units
Fluency Development
Reasons:
1.
Reading fluency depends on knowing a fairly
large number of words.
2.
The development of words is an essential
component .
3.
Oral reading is a helpful support for reading
development.
4.
Lots of ways to promote fluency without
requiring a significant investment in resources.
Fluency Development- Activities
►
“Extensive reading activity” can develop overall
fluency, rate, and word recognition.
►
Fluency- 1. Rereading practice 2.Rereading for
other purposes
►
Rate- 1. Timed reading
2. Paced reading
►
Rapid recognition skills- 1. word-recognition
exercises 2. flashcard practice 3. rereading
practice
Extensive Reading
► Extensive
reading should be a central
component of any course with the goal of
building academic reading abilities.
► Students
can engage in to improve their
reading abilities by the sustained silent
reading of level-appropriate texts.
Extensive Reading- Ideal
Conditions
1.
Provide time for extended silent reading
2.
Create opportunities
3.
Find out what and why Ss like to read
4.
Make materials interesting, attractive, and
level-appropriate
5.
Build a well-stocked, diverse class library
6.
Allow Ss to take texts home to read
7.
Create incentives
Extensive Reading- Ideal
Conditions
8.
Have Ss share and recommend materials
9.
Keep records
10.
Seek out class sets of texts
11.
Make use of graded readers
12.
Read interesting materials aloud
13.
Visit the school library regularly
14.
Create a reading lab and designate time for
lab activities
Student Motivation
Motivation is another key to successful
reading, but it is typically ignored in
the reading instruction easily.
Student MotivationDevelopment Ways
1.
Discuss the importance of reading and
reasons for different activities
2.
T need to talk about what interests them
as readers and why
3.
All activities should be related to course
goals which Ss have been introduced
4.
All readings tasks should have lead-ins
Student MotivationDevelopment Ways
5.
T need to build Ss’ knowledge base
6.
Teachers need to select texts and adapt
activities with Ss’ reading abilities
7.
T should nurture “a community of learners”
among Ss
Integrated-Skills Instruction
► Reading
is used to carry out further
language- and content-learning tasks.
► The
goal for EAP curricula should be the use
of reading as a resource for integrated-skills
tasks
Reading for Academic
Purposes
Conclusion
Extensive Reading Materials
►A
successful extensive reading program is
that students should be reading material
which they can understand
► Some
materials succeed because the writers
work within specific lists of allowed words
and grammar
Setting up a Library
► We
need to build up a library of suitable
books. If possible, we could persuade the
school to provide such funds.
The Role of the Teacher in
Extensive Reading Programs
► The
role of teacher is essential and crucial.
► We
need to promote reading at the right
time effectively and persuade students its
benefits.
Extensive Reading Tasks
► Students
should be allowed to choose
reading materials which they are interested
in.
► Teacher
should encourage them to report
back on their reading.
Intensive Reading
►
The roles of the teacher:
1.
Organizer
2.
Observer
3.
Feedback organizer
4.
Prompter
The roles of the teacher
► Organizer:
Teacher should tell students what the
purpose of the reading is, and give
them clear instructions.
The roles of the teacher
► Observer:
Don’t interrupt students’ reading process
and need to give them space to do selfreading program.
By observing students’ reading process will
give us valuable information.
The roles of the teacher
► Feedback
Organizer:
Teachers should give students feedback when
they finished the task, and check if they have
completed the task successfully or not.
It is important to be supportive when we give
the positive feedback. This action may sustain
their motivation.
The roles of the teacher
► Prompter:
When students have read a text we can
prompt them to notice language features in
the text.
Intensive Reading: The
Vocabulary question
►
Generally, teachers always encourage Ss to
read for general understanding without
worrying about the meaning of every single
words, on the other hand, Ss are desperate to
know what each individual word means.
►
We can give Ss a chance to ask questions about
individual words or give Ss a chance to look
them up.
Three Ways to Save times
1.
Time limit
2.
Word/phrase limit
3.
Meaning consensus