Reading skill and strategies

Reading
Reading is a process of constructing meaning from written texts. It is a complex skill requiring the coordination of interrelated sources of information.

Reasons for Reading

- Students' carreer

- Language acquisition

- Students' vocabulary knowledge

- Modeling english writing

- Introduce topics

- Stimulate discussions

Aspect in the teaching reading process

- Bottom up: text based: Letters, morphemes, syllabels, words, phrases.

Example: We brought who socks some: Who brought some wet socks.

- Top down: Reader based: Learners draw their own intelligence and experience to undestand the text.

Example: Fo- ex-mp-e, y-u c-n r-ad -h-s se-te-ce -it- ev-ry -hi-d l-tt-r m-ss-ng.

For example, you can read this sentence with every third letter missing.

*Scheme theory and background knowledge: The reader brings information, knowledge, emotion, experience, and culture to the printed world. (Content schemata and formal schemata).

* The role of affects and culture: Language ego, self-steem, emphathy, motivation.

Different kinds of reading 

- Extensive: Reading which students often do.

- Intensive: Consists of detailed focus on the construction of reading texts.

Adult literacy  training

- The role of cognition in reading.

- The role of automaticity in word recognition.

- The role of concious strategies.

- Effective techniques for activating schemata.

- Relationships of reading an writing.

Reading Comprehension

Reading Comprehension is the process of extracting and constructing meaning through interaction and involvement with written language. 

Comprehension entails three elements

- The reader who is doing the comprehending.

- The text that is to be comprehended.

- The activity in which comprehension is a part.

The socio-cultural context mediates students’ experiences, just as students’ experiences influence the context.

Microskills for reading Comprehension 1 Discriminate among the distinctive graphemes and orthographic pattern of english. 2 Retain chunks of language of different lengths in short term memory. 3 Process writing at an efficient rate of speed to suit the purpose. 4 Recognize a core of words, and interpret word order patterns and their significance. 5 Recognize grammatical word classes, systems, patterns, rules, and elliptical forms. 6 Recognize that a particular meaning may be expressed in different grammatical forms. 7 Recognize cohesive devices in written discourse and their role in signaling the relationshipbetween and among clauses. 8 Recognize the rhetorical forms of written discourse and their significance for interpretation. 9 Recognize the communicative functions of written texts, according to form and purposes. 10 Infer context that is not explicit by using background knowledge. 11 Infer links and connections between ideas, deduce cause and effect, detect such relationsas main idea, supportingidea, new information, given information, generalization, andexemplification. 12 Distinguish between literal and implied meanings. 13 Detect culturally specific references and interpret them in a context of the appropriatecultural schemata. 14 Develop and use a battery of reading strategies.
Strategies for Reading Comprehension 1 Identify the purpose of reading. 2 Use graphemic rules and patterns to aid in bottom-up decoding. 3 Use efficient silent reading techniques for relatively rapid comprehension. 4 Skim the text for main ideas. 5 Scam the text for specific information. 6 Use semantic mapping or clustering. 7 Guess when you aren´t certain. 8 Analyze vocabulary. 9 Distinguish between literal and implied meanings. 10 Capitalized on discourse makers to process relationships: Enumerative, addetive(reinforce, similarity, transition), logical sequence (summative, resultative), explicative,illustrative, contrastive (replacive, anthithetic, converssive).
Teaching of Comprehension Strategies It is an active process of constructing meaning. 1 Interactive: Involves the reader, the text and the context in which reading takes place.  2 Strategic: Readers have purposes for their reading and use a variety of strategies as they construct meaning. 3 Adaptable: Readers change the strategies they use depending on the text and on thepurpose. 
Reading Comprehension Strategies  1 Making connections: Text to self, text to text and text to world.  2 Creating mental images: Visualizing the written information.  3 Questioning: Asking themselves questions throughout the reading.  4 Inferring: Reading between the lines.  5 Evaluating: Determining importance.  6 inthesizing: Ordering, retelling, and recreating into a coherent the whole information.
Types of Clasroom Reading Performance  1 Oral.  2 Silent: Intensive (linguistic, content),  and extensive: (skimming, scanning, global)
Principles for Describing Intercative Reading Techniques  1 Do not overlook instruction in reading skill. 2 Use motivating techniques. 3 Balance authenticity and readability in texts. 4 Encourage the development of reading strategies. 5 Include: bottom-up and top-down techniques. 6 Follow the “SQ3R”: Survey, questions, read, recite, and review. 7 Subdivide techniques: Before you read, while you read, after you read. 8 Build your techniques: Doing, choosing, transfering, answering, considering, extending,duplicating, modeling, conversing.
Conclusions 1 Reading is considered to be one of the process that promotes language aquisition. 2 In the process of reading schemata, backgraund, affects and culture, the type of reading,and the age of the learner play an importan role. 3 Learning goes beyond the simple process of decoding texts. 4 Students need to know how to read to get the information required. 5 There are several estrategies to develop the reading skill.