lesson1.docx

 **CHAPTER 3:** **The Receptive Macro Skills --** **Reading** **Introduction :** Reading is the process of undergoing a piece of writing either orally or in one's mind. It is a skill wherein the learner directly looks at the context of written symbols that make up a word o...

 **CHAPTER 3:** **The Receptive Macro Skills --** **Reading** **Introduction :** Reading is the process of undergoing a piece of writing either orally or in one's mind. It is a skill wherein the learner directly looks at the context of written symbols that make up a word or a language to understand its meaning. While reading, our eyes physically observe the letters we read, the commas, semicolons, full and other stops, and the spaces in between whereas our brains understand these letters as words, those phrases linked by commas as certain phrases, those linked by semicolons as other phrases and those two distinct words separated by a full stop as two different ideas. In line with this, understanding is more of an internal activity and implies the reception of data. Yet, the speaking fluency, though, is also necessary for the intricate process of reading in order to pronounce the words that have been read. Thus, reading is also productive in this sense because it enables one to both transmit and receive information, at least to oneself. Education is the power to change the society; without appropriate literacy needed to read for an education, people will become barbaric. Just as a great number of people is still in a condition of experiencing learning disability including dyslexia or illiteracy, there are big progressive approaches to handling these phenomena. Literacy, specifically reading, is the basic academic skill. A child twiddling with a picture book that has simple words or a blind man reading braille is as well learning. **Reading in the lens of different experts :** 1. Reading can be described as motivation, word identification, comprehension, and reading speed in the word level method (Leipzig, 2001). In line with that, she stated that reading entails the following essential elements:In line with that, she stated that reading entails the following essential elements: - Identifying printed words; - Constructing the meaning of words. - Linking speaking, listening, reading, and writing for fast recognition and understanding of text to speech (accuracy and fluency). - Retrieving jointly the meaning with the help of the reader and the text; the language processing and the word identification (decoding). Word recognition is the component of children decoding and manipulating for word parts through phonemic awareness as ways of representing sounds of new words or decoding with the use of word study to analyze words and spellings of words. They also learn several new sight words to read automatically and increase the sight words vocabulary. Comprehension entails prior experience in different areas, enormous spoken and written word bank, knowledge in the English language, as well as, knowledge in reading various types of texts. The skills needed to achieve fluency include, increased word recognition, a fast reading pace, and the utilization of intonation and stress to make oral reading resemble spoken language, as well as the ability to turn the strategies used to improve word recognition and understanding into habits. Reading should be an intricate process of arriving at meaning and the child must understand that it is enjoyable, social, and that he or she has something unique to discover and can read for different and diverse purposes and must be at ease with different forms and types of writing. In this way, children will be enabled to become efficient and fast readers hence, enhancing their understanding and grasp in reading. 2. "Reading is the process of getting linguistic information through print" (Widdowson, 1979). Widdowson appears to propose that while information is the goal of much reading and writing, "getting information" is a largely passive and uni-directional affair that originates from the writer or the text and is received by the reader. 3. When it comes to reading, the actual manufacture of meaning from words written on a page is the process. Co-ordination of linked information source is required for this complex talent (Stanley, 2007). 4. As Denchant observed it, with reference to Mecca (2007), reading is a visual process which begins with ability to employ the vision to interpret graphic communication. 5. The meanings of words are actively built while reading. Likewise, there are other interaction processes that occur between the reader and the text whenever he or she uses the prior knowledge to build and meanings (Short, K. and Harste, J. , 1996). In line with the given definition above, it can be ascertained that reading is not a simple process of decoding words and phrases, plus making meaning from them and from interactions with the text form. Each and all of them are vital in facilitating the readers' ability to identify and process specific words and whole passages both accurately and fluently. Thus, it is already obvious that reading is not a passive process of receiving information, as many theoretical literature has described, but it apprehensive activity that uses linguistic competence and prior knowledge in order to gain better understanding. It is also necessary to pay attention to the early development of these abilities and the development of children's love for reading in order for the child to grow into a competent and confident reader who will be able to read a variety of books for independent pleasure and for gaining knowledge. This chapter on reading instruction will comprehensively discuss various topics like the nature and objectives of reading, reading comprehension and its subskills, as well as various reading strategies and tactics. Various strategies will be analyzed, including top-down, bottom-up, and interactive methods, as well as Goddell\'s Reading Skills Ladder and stages of reading development. The main emphasis will be on developing lessons that work well, selecting appropriate resources and materials, and evaluating reading skills using performance and observation techniques. The module aims to equip teachers with comprehensive knowledge and effective strategies to enhance reading instruction, fostering improved understanding and proficiency in students across different settings and needs.  **Learning Outcomes** At the end of these chapter, students should be able to: a\. select differentiated learning tasks in teaching reading to suit learners' gender, needs, strengths interests, and experiences; b\. demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance in the different tasks in reading through simulations; c\. craft a learning plan according to the English curricula that is developed from research-based knowledge and principles of reading and the theoretical bases, principles, methods, and strategies in teaching these components; and d\. conduct a teaching demonstration of the assigned learning competencies in reading. In this module, we will be having our journey to different aspects of reading. Here's the following lessons we'll visit: **Lesson 1:** Nature And Purposes Of Reading **Lesson 2:** Reading Comprehension And Sub-Skills In Reading **Lesson 3:** Reading Techniques And Strategies **Lesson 4:** Approaches In Teaching Reading (Bottom-Up,Top-Down, Interactive) **Lesson 5:** Goddell's Reading Skills Ladder And Stages Of Reading **Lesson 6:** Lesson Design In Teaching Reading **Lesson 7:** Materials And Resources In Teaching Reading **Lesson 8 :** Curricular Principles for EAP Reading Instruction **Lesson 9 :** Objectives in Pre-, During, and Post-Reading Framework **Leson 10** : Testing Reading In this lesson, reading will be discussed as a process that is as intricate as it is basic and makes up not only a skill, but also a process to interact with any types of texts, for comprehension and interpretation. This course will engage conversations with some of the most recognized experts as we discuss how reading affects thinking processes and has one of the most profound effects on learning, communication, and self-improvement.  **[Lesson 1.1 : The Nature of Reading]** **Reading as Skill** While consuming text in print the medium is accepted to engage the reader's language facility, reading on the other hand is admitted to be a taught skill. Indeed, reading is one integrated ability that we employ for texts.  **Reading as Process** Reading, which may also be termed as the meaning-making process, elaborates \"how reading happens\" (Cambourne, 1998). In comprehension, readers actively combine or 'sample' the linguistic stimuli in their possession in order to come up with sense.  **Reading as Comprehension** In view of this, as much as there is reading, there is communication between the reader and the text, thus, facilitating comprehension. **Affective factors on reading comprehension** THE READER The following are things the reader brings to the text: - **Script knowledge** is the body of information and worldview that exists. - **Understanding of language**, including syntax, graphophonics, - **Pragmatics and semantics.** - **Understanding of text** **coherence** and overall text structure - **Organization** (story, Explanatory, etc.) - **Language usage** in social contexts is known as the pragmatic system. THE TEXT - Text Structure: its language, genre, and vocabulary even the\ certain word selections - The quality of the text\'s writing - Content, complexity, or readable - The author\'s intention THE CONTEXT\ -includes the activities that take place in and around the deal. - Purpose\ - interpreting a book for a particular rationale. - Positioning\ - The instructor designs the lessons chances to assist the creation of meaning **Reading as Development** As shown in the graphic, reading is an interaction of the spoken language, the acquisition of skills, and the ability to interpret written sign.  Circles A, B, and C are interrelated in such a way that if one circle is bisected and the other divided into pieces, then corresponding pieces cut off from two circles will be equal in size. Yes, Circle A expands first, Circle B grows next, and then Circle C becomes larger; however, once a person knows a language, he practices the acquired language to gain new knowledge. Likewise, Circle C proves to be an even more effective learning apparatus that oral language when a person is able to read. **Reading as Strategy** Approaches are useful and deliberate plans that the reader employs concerning various documents. It is noticeable that there are moments when the writer uses techniques which prove that he/she is aware of something, reflects on it, and communicates with the audience. It means that instead of a linear model that prescribes a certain strategy, strategies are configured and interrelated, and they are also recursive. The goals are activation of meaning and adaptiveness of strategies in accordance with the variations in the level of reading difficulties.  **[Lesson 1.2: The Purposes of Reading]** Reading literacy is important worldwide, with motivations such as enjoyment, education, and social engagement driving people to read. Young children read narrative and factual texts to gain knowledge, as literacy skills are crucial for their development. Different types of literature cater to specific reading goals, with fiction for literary experiences and instructional texts for knowledge acquisition. Biographies can serve both literary and factual purposes. Texts vary in arrangement and organization, influencing interpretation. Reader-text interaction is key in achieving reading goals. PIRLS exams aim to provide diverse text types for assessment, simulating real-world reading experiences for students. The goal is to offer a variety of texts for each reading purpose, ensuring a well-rounded reading experience for students both in and out of the classroom. **Types of Purpose** Reading for enjoyment is usually the goal of everyday reading, whether it be a magazine or a novel. Academic literature typically differs greatly from this. Your main goal when reading academic books is probably one of the following: - to obtain data, facts, and other information; - to comprehend concepts or theories; - to comprehend the author\'s perspective; - to bolster your own arguments (with sources) - **How the Purpose Affect Your Reading?** A specific example of such a way of reading is likely to be observing a novel from its beginning till end every other time. As for the academic reading this is rather incorrect because your approach to reading is going to be pre-determined by the objective. It thus depends on the specific objective that one has in mind concerning the reading. For instance, you will look for literature on the topic if the essay you are going to prepare deals with the causes of the global warming. First of all, you might find yourself glancing over the texts to decide which ones warrant your closer attention because you are bound to encounter a number of them and not all of them might be fit for the purpose. After proper texts have been identified you will briefly review each of them.