Podcast
Questions and Answers
What is one of the key aspects defining reading?
What is one of the key aspects defining reading?
- It requires no purposeful intent.
- It eliminates interaction between reader and text.
- It involves focus on written text. (correct)
- It is a passive mental exercise.
Reading is considered a passive process involving eye movement.
Reading is considered a passive process involving eye movement.
False (B)
Name two types of texts that one might read daily.
Name two types of texts that one might read daily.
emails, newspaper articles
The reader's interaction with the text involves __________ and understanding.
The reader's interaction with the text involves __________ and understanding.
Why is it important for students to identify different genres of texts?
Why is it important for students to identify different genres of texts?
Match the following types of texts with their examples:
Match the following types of texts with their examples:
All text genres have universal characteristics.
All text genres have universal characteristics.
What are two actions a reader might take while reading?
What are two actions a reader might take while reading?
What is one reason why reading in class creates different expectations for students?
What is one reason why reading in class creates different expectations for students?
Students often view reading in a new language as requiring the same strategies they use in their native language.
Students often view reading in a new language as requiring the same strategies they use in their native language.
What can increase student difficulty in understanding a text?
What can increase student difficulty in understanding a text?
One reason students need to learn to read in the language they are learning is to pass ______.
One reason students need to learn to read in the language they are learning is to pass ______.
How does comma usage impact the understanding of a sentence?
How does comma usage impact the understanding of a sentence?
Match the reading difficulties to their causes:
Match the reading difficulties to their causes:
Effective reading is defined as reading for enjoyment only.
Effective reading is defined as reading for enjoyment only.
Name one effective means of learning a language.
Name one effective means of learning a language.
What is one function of the texts used in the reading tasks?
What is one function of the texts used in the reading tasks?
Only comprehension questions are used along with the reading texts.
Only comprehension questions are used along with the reading texts.
What two types of processing are involved in effective reading?
What two types of processing are involved in effective reading?
Effective reading involves __________ information into manageable units.
Effective reading involves __________ information into manageable units.
Match the types of texts to their processing style:
Match the types of texts to their processing style:
What assumption do writers make about their readers?
What assumption do writers make about their readers?
The more knowledge a reader shares with the writer, the less effective their reading will be.
The more knowledge a reader shares with the writer, the less effective their reading will be.
In what way can effective reading help reduce a reader's processing load?
In what way can effective reading help reduce a reader's processing load?
Reading tasks often involve forming __________ about what was said or drawing conclusions.
Reading tasks often involve forming __________ about what was said or drawing conclusions.
What happens when the reader's expectations and the writer's assumptions do not align?
What happens when the reader's expectations and the writer's assumptions do not align?
Students are never asked to predict what a text will contain.
Students are never asked to predict what a text will contain.
What is the primary reason for reading a TV Guide?
What is the primary reason for reading a TV Guide?
What is interactive reading?
What is interactive reading?
Reading a newspaper article typically involves detailed scrutiny of every line.
Reading a newspaper article typically involves detailed scrutiny of every line.
The more __________ a reader has, the better their predictions regarding the type of text.
The more __________ a reader has, the better their predictions regarding the type of text.
Match the reading tasks with their focus:
Match the reading tasks with their focus:
What does 'intensive reading' focus on?
What does 'intensive reading' focus on?
Students reading longer texts on their own for pleasure is referred to as _____ reading.
Students reading longer texts on their own for pleasure is referred to as _____ reading.
How do students usually assess their learning in a Grammar Translation classroom?
How do students usually assess their learning in a Grammar Translation classroom?
In strict Audio-Lingual classrooms, reading is encouraged as a primary skill.
In strict Audio-Lingual classrooms, reading is encouraged as a primary skill.
What approach emphasizes the importance of reading in the early stages of language acquisition?
What approach emphasizes the importance of reading in the early stages of language acquisition?
Today, reading is seen as a skill that allows students to be _____ in their learning.
Today, reading is seen as a skill that allows students to be _____ in their learning.
Why is it important to understand students' motivations for reading in English?
Why is it important to understand students' motivations for reading in English?
Match the reading strategies with their definitions:
Match the reading strategies with their definitions:
What is a key focus during the Communicative Approach?
What is a key focus during the Communicative Approach?
Which factor may contribute to students not being able to effectively infer meaning from a text?
Which factor may contribute to students not being able to effectively infer meaning from a text?
Students with high levels of language proficiency do not need any background information to understand a new text.
Students with high levels of language proficiency do not need any background information to understand a new text.
Reading practices have remained unchanged in the language classroom over time.
Reading practices have remained unchanged in the language classroom over time.
What are two purposes of reading mentioned for newspaper articles?
What are two purposes of reading mentioned for newspaper articles?
What are schemata?
What are schemata?
The effort to help students make their own decisions about reading is related to _____ reading.
The effort to help students make their own decisions about reading is related to _____ reading.
A lack of effective strategies for interpreting meaning may lead students to focus too much on the ______ level.
A lack of effective strategies for interpreting meaning may lead students to focus too much on the ______ level.
Match the factors affecting reading comprehension with their descriptions:
Match the factors affecting reading comprehension with their descriptions:
What is often a primary focus in the exploitation of texts in teaching materials?
What is often a primary focus in the exploitation of texts in teaching materials?
What may cause students to panic when confronted with a text?
What may cause students to panic when confronted with a text?
Reading strategies from students' native languages can effectively apply to all texts in a second language.
Reading strategies from students' native languages can effectively apply to all texts in a second language.
List one common misconception students might have when reading unfamiliar texts.
List one common misconception students might have when reading unfamiliar texts.
Discourse markers such as ______ help show relationships between sentences.
Discourse markers such as ______ help show relationships between sentences.
What is a potential effect of translating as students read?
What is a potential effect of translating as students read?
Cohesive devices are irrelevant to the relationships between sentences.
Cohesive devices are irrelevant to the relationships between sentences.
What can reduce a reader's ability to predict text meaning?
What can reduce a reader's ability to predict text meaning?
Students may interpret ‘How long are you here for?’ as equivalent to ______.
Students may interpret ‘How long are you here for?’ as equivalent to ______.
Which sentence is most dependent on context due to meaning variations?
Which sentence is most dependent on context due to meaning variations?
Students with a successful reading background will not encounter difficulties with new texts.
Students with a successful reading background will not encounter difficulties with new texts.
What is the primary aim of reading according to contemporary educational approaches?
What is the primary aim of reading according to contemporary educational approaches?
Improved knowledge of language should be the main aim of a reading focus.
Improved knowledge of language should be the main aim of a reading focus.
What process do effective readers use to interact with the text?
What process do effective readers use to interact with the text?
Meaning is created through the interaction of the reader and the _____
Meaning is created through the interaction of the reader and the _____
Match the following reading strategies with their purposes:
Match the following reading strategies with their purposes:
Which of the following is NOT a characteristic of effective reading?
Which of the following is NOT a characteristic of effective reading?
Teachers can entirely 'teach' effective reading skills to students.
Teachers can entirely 'teach' effective reading skills to students.
Identify one major benefit of reading widely for language learners.
Identify one major benefit of reading widely for language learners.
What term is used to describe unconscious ways of dealing with text?
What term is used to describe unconscious ways of dealing with text?
Strategies and skills in reading are generally considered to be the same.
Strategies and skills in reading are generally considered to be the same.
What should teachers ensure to support second language learners according to Wallace?
What should teachers ensure to support second language learners according to Wallace?
When comprehension breaks down, students may employ strategies such as inferring meaning from __________.
When comprehension breaks down, students may employ strategies such as inferring meaning from __________.
Match the following authors with their views on reading strategies:
Match the following authors with their views on reading strategies:
Which activity is commonly used to test students' reading rather than develop their confidence?
Which activity is commonly used to test students' reading rather than develop their confidence?
Reading effectively is only dependent on understanding skills.
Reading effectively is only dependent on understanding skills.
What is the relationship between skills and strategies according to Nuttall?
What is the relationship between skills and strategies according to Nuttall?
Reading is seen as a __________ activity rather than a fragmented process.
Reading is seen as a __________ activity rather than a fragmented process.
What is one of the main reasons for choosing reading texts for students?
What is one of the main reasons for choosing reading texts for students?
What is emphasized to ensure reading remains enjoyable for students?
What is emphasized to ensure reading remains enjoyable for students?
Match the reading strategies with their purposes:
Match the reading strategies with their purposes:
Authentic texts are usually simplified versions of original texts.
Authentic texts are usually simplified versions of original texts.
Name one advantage of using authentic texts in the classroom.
Name one advantage of using authentic texts in the classroom.
Reading aloud in class is recommended to engage students more effectively.
Reading aloud in class is recommended to engage students more effectively.
According to Urquhart and Weir, how are skills described?
According to Urquhart and Weir, how are skills described?
Authentic texts may lower student confidence if they feel __________ by the language complexity.
Authentic texts may lower student confidence if they feel __________ by the language complexity.
Students should develop different strategies for reading in their second language.
Students should develop different strategies for reading in their second language.
What approach involves developing reading skills by teaching students how to process a text?
What approach involves developing reading skills by teaching students how to process a text?
The holistic view of reading posited by Catherine Wallace states that reading cannot be __________.
The holistic view of reading posited by Catherine Wallace states that reading cannot be __________.
Match the following terms with their definitions:
Match the following terms with their definitions:
What is one effective way to acquire reading strategies according to Nuttall?
What is one effective way to acquire reading strategies according to Nuttall?
What is a potential disadvantage of specially-written texts?
What is a potential disadvantage of specially-written texts?
Match the following types of knowledge with their descriptions:
Match the following types of knowledge with their descriptions:
To effectively understand a text, students need to activate their __________ and strategies.
To effectively understand a text, students need to activate their __________ and strategies.
Students do not benefit from practicing reading strategies with both authentic and specially-written texts.
Students do not benefit from practicing reading strategies with both authentic and specially-written texts.
What does Wallace suggest regarding the integration of skills and strategies?
What does Wallace suggest regarding the integration of skills and strategies?
What is one common misconception about the level of books chosen for students?
What is one common misconception about the level of books chosen for students?
What is one strategy teachers can use to make authentic texts more accessible for students?
What is one strategy teachers can use to make authentic texts more accessible for students?
Atomistic approaches view reading as a skill that can be developed in discrete sub-skills.
Atomistic approaches view reading as a skill that can be developed in discrete sub-skills.
What should teachers avoid asking when exploiting a book in class?
What should teachers avoid asking when exploiting a book in class?
Students may lose motivation if they feel they are stuck on _____ written materials.
Students may lose motivation if they feel they are stuck on _____ written materials.
Reading should be done out of class to help students maintain __________ for the material.
Reading should be done out of class to help students maintain __________ for the material.
Match the advantages of reading with the corresponding benefits:
Match the advantages of reading with the corresponding benefits:
Which of the following statements about authenticity is true?
Which of the following statements about authenticity is true?
Which type of reading focuses on extracting specific details from a text?
Which type of reading focuses on extracting specific details from a text?
Editing and simplification of materials can limit students' exposure to the language.
Editing and simplification of materials can limit students' exposure to the language.
What is one of the aims of a reading lesson?
What is one of the aims of a reading lesson?
What type of reading experience do students miss if exposed only to specially-written texts?
What type of reading experience do students miss if exposed only to specially-written texts?
Authentic materials __________ stress and build confidence among students.
Authentic materials __________ stress and build confidence among students.
Effective reading is primarily a passive process.
Effective reading is primarily a passive process.
What is the purpose of using peripheral information when reading?
What is the purpose of using peripheral information when reading?
Students need to understand which new vocabulary they need to __________ for better comprehension.
Students need to understand which new vocabulary they need to __________ for better comprehension.
Match the following reading strategies with their descriptions:
Match the following reading strategies with their descriptions:
Which of the following is NOT a valid aim for a reading skills lesson?
Which of the following is NOT a valid aim for a reading skills lesson?
Recognizing cohesive devices is essential for understanding meaning in a text.
Recognizing cohesive devices is essential for understanding meaning in a text.
What is the role of chunks of collocations in reading?
What is the role of chunks of collocations in reading?
The reading approach that involves making predictions based on prior knowledge is known as __________ reading.
The reading approach that involves making predictions based on prior knowledge is known as __________ reading.
Why is it necessary for students to evaluate their reading approach after choosing it?
Why is it necessary for students to evaluate their reading approach after choosing it?
Students should only focus on reading for detail in every text.
Students should only focus on reading for detail in every text.
What is one benefit of having a reason to read?
What is one benefit of having a reason to read?
The ability to infer meaning is a critical __________ skill for reading comprehension.
The ability to infer meaning is a critical __________ skill for reading comprehension.
Match the reading aim to its explanation:
Match the reading aim to its explanation:
What is one benefit of extensive reading for students?
What is one benefit of extensive reading for students?
Extensive reading focuses solely on short texts.
Extensive reading focuses solely on short texts.
What is meant by the term 'real books' in the context of supplementary readers?
What is meant by the term 'real books' in the context of supplementary readers?
Extensive reading can help encourage learner _______.
Extensive reading can help encourage learner _______.
Match the types of reading to their descriptions:
Match the types of reading to their descriptions:
Why might a teacher choose to use supplementary readers?
Why might a teacher choose to use supplementary readers?
Authenticity in reading materials is not important for student engagement.
Authenticity in reading materials is not important for student engagement.
What does teacher clarity regarding reading tasks help to achieve?
What does teacher clarity regarding reading tasks help to achieve?
Reading tasks often include filling in a _______ or relating parts of the text to pictures.
Reading tasks often include filling in a _______ or relating parts of the text to pictures.
Match the following reading tasks with their functions:
Match the following reading tasks with their functions:
Which of the following is NOT a reason to promote extensive reading?
Which of the following is NOT a reason to promote extensive reading?
All reading materials used in classrooms should be simplistic and low-level.
All reading materials used in classrooms should be simplistic and low-level.
What is one drawback of using supplementary readers?
What is one drawback of using supplementary readers?
Integrating extensive reading into class work can foster students' sense of _______ and achievement.
Integrating extensive reading into class work can foster students' sense of _______ and achievement.
Flashcards
What is reading?
What is reading?
Reading is an active, communicative process involving interaction between the reader, writer, and the text.
Reader's Purpose
Reader's Purpose
Readers approach texts with a purpose to extract meaning, be it for enjoyment, information, or a specific task.
Text Genres
Text Genres
Different types of texts, like novels, emails, and instruction manuals, have distinct features in vocabulary, grammar, and style.
Recognizing Genre Conventions
Recognizing Genre Conventions
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Active Reading
Active Reading
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Communication in Reading
Communication in Reading
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Challenging Communication
Challenging Communication
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Genre Awareness
Genre Awareness
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Reading in class
Reading in class
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Writing Conventions
Writing Conventions
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Why teach reading?
Why teach reading?
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Reading Strategies
Reading Strategies
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Shared Knowledge Assumption
Shared Knowledge Assumption
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Reader Expectations
Reader Expectations
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Top-Down Processing
Top-Down Processing
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Bottom-Up Processing
Bottom-Up Processing
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Interactive Reading
Interactive Reading
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Prediction in Reading
Prediction in Reading
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Reader Knowledge
Reader Knowledge
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Purpose of Reading
Purpose of Reading
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Vocabulary in Context
Vocabulary in Context
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Reading Approaches
Reading Approaches
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Scanning Text
Scanning Text
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Understanding Tone and Opinion
Understanding Tone and Opinion
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Intensive Reading
Intensive Reading
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Identifying Target Audience
Identifying Target Audience
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Vocabulary Development
Vocabulary Development
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Extensive Reading
Extensive Reading
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Extensive Reading (ELT)
Extensive Reading (ELT)
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Student-Driven Reading
Student-Driven Reading
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Language Focus in Reading
Language Focus in Reading
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Reading Purpose
Reading Purpose
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ELT Reading Motivation
ELT Reading Motivation
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Grammar Translation Method
Grammar Translation Method
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Audio-Lingual Method
Audio-Lingual Method
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Communicative Approach
Communicative Approach
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Text Exploitation
Text Exploitation
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Text Exploitation for Language
Text Exploitation for Language
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Text Exploitation for Reading Skills
Text Exploitation for Reading Skills
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Reading Skills Test
Reading Skills Test
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Schema Activation
Schema Activation
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Unfamiliar Topic
Unfamiliar Topic
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Background Knowledge
Background Knowledge
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Schemata
Schemata
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Limited Schemata
Limited Schemata
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Inappropriate Schemata
Inappropriate Schemata
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Gaps in Schemata
Gaps in Schemata
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Finding Information Only
Finding Information Only
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Language Proficiency
Language Proficiency
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Cohesive Devices
Cohesive Devices
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Sequences
Sequences
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Grammar's Discourse Function
Grammar's Discourse Function
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Linguistic Pattern Awareness
Linguistic Pattern Awareness
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Discourse Patterns
Discourse Patterns
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Limited Discourse Pattern Awareness
Limited Discourse Pattern Awareness
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Prioritize Understanding over Language Focus
Prioritize Understanding over Language Focus
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Reading as a Real-Life Skill
Reading as a Real-Life Skill
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Meaning is Made, Not Found
Meaning is Made, Not Found
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Reader's Background Knowledge
Reader's Background Knowledge
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Interactive Reading Process
Interactive Reading Process
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Discourse Pattern Awareness
Discourse Pattern Awareness
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Grammar's Role in Discourse
Grammar's Role in Discourse
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Genre Awareness in Reading
Genre Awareness in Reading
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Reading Skills
Reading Skills
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Holistic Reading
Holistic Reading
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Atomistic Reading
Atomistic Reading
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Reader's Schema
Reader's Schema
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Holistic Reading Approach
Holistic Reading Approach
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Schematic Knowledge
Schematic Knowledge
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Systemic Knowledge
Systemic Knowledge
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Atomistic Reading Approach
Atomistic Reading Approach
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Developing Reading Skills
Developing Reading Skills
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Testing Reading Skills
Testing Reading Skills
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Authentic Texts
Authentic Texts
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Specially-Written Texts
Specially-Written Texts
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Graded Materials
Graded Materials
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Real-World Exposure
Real-World Exposure
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Prior Knowledge
Prior Knowledge
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Inferencing
Inferencing
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What is the overall aim of a reading lesson?
What is the overall aim of a reading lesson?
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Why are reading strategies important?
Why are reading strategies important?
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What makes a good reading lesson aim?
What makes a good reading lesson aim?
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What is peripheral information?
What is peripheral information?
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Why is understanding target audience important in reading?
Why is understanding target audience important in reading?
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What role do cohesive devices play in reading comprehension?
What role do cohesive devices play in reading comprehension?
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How does prediction contribute to effective reading?
How does prediction contribute to effective reading?
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Why is it important to be aware of different reading approaches?
Why is it important to be aware of different reading approaches?
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Why is schema activation important in reading?
Why is schema activation important in reading?
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Why is reflection important in a reading lesson?
Why is reflection important in a reading lesson?
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How can a reading lesson be structured?
How can a reading lesson be structured?
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How does the teaching of reading for mid-intermediate learners differ?
How does the teaching of reading for mid-intermediate learners differ?
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What is the significance of the lesson focus on reading strategies?
What is the significance of the lesson focus on reading strategies?
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What is the aim of providing multiple ways of approaching a text?
What is the aim of providing multiple ways of approaching a text?
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What is the purpose of the structured lesson procedure?
What is the purpose of the structured lesson procedure?
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Supplementary Readers
Supplementary Readers
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Reading for Independence
Reading for Independence
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Effective Reading
Effective Reading
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Developmental Focus in Reading
Developmental Focus in Reading
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Prioritize Understanding in Reading
Prioritize Understanding in Reading
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Text Genres and Conventions
Text Genres and Conventions
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Classroom Reading
Classroom Reading
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Drawbacks of Supplementary Readers
Drawbacks of Supplementary Readers
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Integrating Extensive Reading into Class
Integrating Extensive Reading into Class
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Study Notes
Reading Definition
- Reading is an active process involving focus on written text with purposeful intent to extract meaning.
- Readers interact with the text, potentially engaging in a dialogue with the author.
- Reading is a communicative activity requiring interaction between the reader, writer, and text; this interaction isn't always straightforward.
- Reading is a process, not a passive exercise. It involves questioning the text, forming questions, and engaging in a dialogue with the writer. Successful communication isn't guaranteed, as the writer's intent might not fully align with the reader's understanding.
- Meaning is not inherent in the text but created through interaction between reader and text.
- Developing metacognitive awareness is a crucial goal of a reading curriculum.
- Effective reading involves making decisions about and interacting with the text, understanding its purpose, and extracting meaning.
- Reading is a real-life process requiring independent use of textual and non-textual clues for understanding.
Reading Texts Types
- Various text types exist, including emails, texts, articles, advertisements, academic texts, course materials, novels, poetry, recipes, and manuals.
- Different genres possess unique vocabulary, grammar, discourse, and stylistic conventions.
- Recognizing genre characteristics and their linguistic clues is essential for effective reading comprehension.
- Teachers need to help students understand a variety of text genres to improve their reading abilities.
- Texts contextualize specific target language, aiding student understanding.
Motivation and Approaches to Reading
- Reading motivations and approaches differ from person to person.
- Reading methods vary depending on the type of text and purpose. (e.g., scanning a TV guide, in-depth reading of a novel).
- Intensive reading focuses on shorter texts for specifics (like key information or language points).
- Extensive reading focuses on longer texts for broader comprehension (pleasure, relaxation).
- Teachers should consider students' English reading motivations, whether they are similar to those in their native language, and their motivations for learning English. This helps create relevant and effective instruction.
- Language improvement is a natural and desirable by-product of reading. However, it should not be the primary purpose of reading.
- A language focus can be integrated as a follow-up activity, highlighting language in context. -Reading should be for understanding, not just focusing on language.
Historical Perspectives of Reading
- Traditional grammar-translation methods focused on language accuracy and meaning gleaned from texts.
- Audio-lingual approaches discouraged reading in favor of listening and repetition.
- Communicative approaches highlighted reading for meaning and information within tasks.
- Modern approaches encourage learners to become autonomous, effective readers in English.
Text Exploitation in Teaching Materials
- Text materials are often used for language practice.
- Some materials integrate reading skills development, such as comprehension and vocabulary building.
- Effective use of texts involves examining the tasks' purpose to determine whether the focus is on language or skills development.
- Many current coursebooks do not satisfactorily focus on developing reading skills and strategies.
Effective Reading Strategies
- Shared knowledge and background information influence reading comprehension.
- Readers use predictions and inferences to manage information and reduce the processing load.
- Interactive reading combines both top-down (overall understanding) and bottom-up (detail comprehension) processing.
- The reader's ability to predict based on prior knowledge is crucial.
- Effective readers can transition between different reading approaches based on the text type, topic, and their purpose for reading.
- Skills are unconscious text-oriented ways of dealing with a text, while strategies are conscious reader-oriented problem-solving methods.
- Strategies are applied selectively and are influenced by the reading context, text type, and reader's purpose.
- Reading is a unitary process and effective readers apply skills and strategies only when needed to facilitate understanding.
- Reading should be an enjoyable experience.
Factors Affecting Reading Comprehension in English
- Students' native language skills can help, but may not transfer effectively, especially regarding reading comprehension or specific text styles.
- Unfamiliar or inappropriate topics and inadequate background information hinder comprehension.
- Insufficient language proficiency affects comprehension of vocabulary and grammar structures.
- Lack of familiarity with English script, layout conventions, and punctuation can obstruct comprehension.
- Reading in a classroom setting can present unique challenges, possibly due to different expectations, distractions, or assessment pressures.
Current Issues in Teaching Reading
- Reading proficiency adds to balanced skillset in language learning, often expected for work or exams.
- Reading is a useful language learning tool.
- Most reading activities in coursebooks test learners rather than developing their confidence or effectiveness. Reading activities tend to be more atomistic, focusing on the product (answers) rather than the process (overall engagement with the text).
- Testing measures mastery but developmentally focused reading activities are needed as well.
- An effective reader is exposed to varied texts and is able to understand both meaning and how meaning is conveyed, relying on strategies as needed.
- Effective L2 reading is similar to L1 reading, assuming literacy in L1.
Reading Lesson Aims
- The aim of a reading lesson is to enable students to become independent, effective readers.
- Students should be able to read meaningful, real texts with purpose and awareness of needed information from similar texts.
- Lesson aims should be refined to specifically focus on the development of reading strategies.
- Important skills to develop include understanding motivations for reading and utilizing peripheral text information.
- Activities should help students choose necessary vocabulary, increase reading speed, infer meaning, understand pronoun reference, identify cohesive devices (e.g., contrast words), understand lexical cohesion and collocations, and recognise fore-grounded information in a text.
- General reading skills are too vague for lesson aims.
- Specific, focused lesson aims are more appropriate.
Finding Materials for Reading
- Coursebooks and supplementary books are common reading resources.
- Local and international magazines/newspapers, novels, reference materials (menus, timetables, maps), letters, cartoons, advertisements, company brochures, readers, and internet resources are important reading materials.
- Text selection should consider students' age, interests, needs, level, and any constraints imposed by the teacher.
- Authentic materials refer to unadapted texts designed for native speakers, while specially-written texts can be adapted/simplified for learners. Ideally, authentic materials reflect the reading goals of students.
Types of Reading Tasks
- Standard reading tasks like true/false, matching, comprehension questions, and sentence completion, can be used, but need careful scrutiny for appropriateness and goal alignment.
- Alternative tasks like filling in graphs, linking text parts to pictures, and combining reading tasks with discussion or listening activities should also be considered.
- Tasks should prioritize clear aims to ascertain whether they focus on language or develop vital reading skills. Testing must be balanced by a developmental approach.
Readers and Extensive Reading
- Extensive reading, reading longer texts independently outside class, is an important component of a complete reading development programme.
- Extensive reading fosters reading in a "non-school" context, providing exposure to lexis, structure, discourse in meaningful contexts, and offering broader top-down comprehension.
- Extensive reading enables students to have meaningful choices regarding what they read and encourages independence.
- Longer texts are valuable whereas short ones can be too limited.
- Extensive reading increases exposure time to English and can be both motivating and a source of progress and achievement.
Supplementary Readers
- Investing in supplementary readers is a common strategy in ESL contexts.
- These readers provide a variety of books matching different levels.
- Supplementary readers offer accessible yet authentic reading materials at a more manageable length.
- They may not always reflect L2 learners' culture or needs, but appropriate selection can still be valuable.
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Description
This quiz explores the essential elements of reading as an active process, emphasizing the interaction between the reader, writer, and text. It also examines various text types and the unique characteristics of different genres that aid in effective reading comprehension.
