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Principle of Teaching Reading

The document provides principles for teaching reading. It recommends balancing authentic and readable texts. It also suggests incorporating pre-reading, during-reading, and post-reading activities. Additionally, it advises using both top-down and bottom-up reading techniques as well as intrinsically motivating activities like the Language Experience Approach. Assessment should also be built into reading techniques.

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Azlie Ibrahim
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2K views10 pages

Principle of Teaching Reading

The document provides principles for teaching reading. It recommends balancing authentic and readable texts. It also suggests incorporating pre-reading, during-reading, and post-reading activities. Additionally, it advises using both top-down and bottom-up reading techniques as well as intrinsically motivating activities like the Language Experience Approach. Assessment should also be built into reading techniques.

Uploaded by

Azlie Ibrahim
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRINCIPLE OF TEACHING READING

Encourage the development of reading strategies. Balance authenticity and readability in choosing text. In an integrated course, don't overlook a specific focus on reading skills.

Follow the SQ3R sequence.

Principle of Teaching Reading

Plan on prereading, during-reading and after reading phases

Include bottomup and top-down techniques Use technique that are intrinsically motivating.

Build as assessment aspect into your techniques.

IN AN INTEGRATED COURSE, DON'T OVERLOOK A SPECIFIC FOCUS ON READING SKILLS.

Give time for students to do silent reading that can develop a sense of fluency. Silent reading also becomes an excellent method for self-instruction on the part of learner.

USE TECHNIQUE THAT ARE INTRINSICALLY MOTIVATING.

Just focus on the goals, choose material that is relevant with the goals also the interest of students. You also can use LEA (Language Experience Approach), it is the famous one to motivating approach for reading instruction. LEA referred to where students create their own material for reading.

BALANCE AUTHENTICITY AND READABILITY IN CHOOSING TEXT.


Christine Nuttall (1996) offered three criteria for choosing reading texts: Suitability of content--> students will find interesting, enjoyable, challenging, and appropriate for their goals in learning English. Exploitability--> a text that facilitates the achievement of certain language and content goals. Readability--> a text with lexical and structural difficulty that will challenge students without overwhelming them.

ENCOURAGE THE DEVELOPMENT OF READING STRATEGIES.

To what extent are you getting your students to use all these strategies?

INCLUDE BOTTOM-UP AND TOP-DOWN TECHNIQUES

Make sure you give enough classroom time to focusing on the building blocks of written language, geared appropriately for each level.

FOLLOW THE SQ3R SEQUENCE.

SQ3R following five steps:


Survey: Skim the text to overview of the main ideas Question: Reader ask her/ his wishes to get out of the text Read: Read the text while looking for answers Recite: Write the point of the passage Review: Assess the importance of what one has just read and incorporate it into long-term associations

PLAN ON PRE-READING, DURING-READING AND


AFTER READING PHASES

Before you read: Introduce the topic, encourage your students to skimming and scanning, predicting the main idea. While you read: Giving students a sense of purpose for reading rather than just reading because your ordered it. After you read: Comprehension questions are just one form of activity appropriate for postreading.

BUILD AS ASSESSMENT ASPECT INTO YOUR TECHNIQUES.

It is important for reading to be able to accurately assess students' comprehension and development of skills. Consider some of the following overt responses that indicate comprehension:

Doing: reader respond physically command Choosing: reader select alternative posed orally or in writing Transferring: reader summarize what they have read Answering: answer the questions Considering: reader make a note or outline Extending: reader provide the end of story Duplicating: reader translate the passage into her/ his native language Modeling: for example --> reader puts together a toy after reading directions for assembly Conversing: reader engage a conversation that indicate the information

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