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24 Cards in this Set
- Front
- Back
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Teaching Reading |
Fluent reading comprehension necesseties a number of processing sub- skills and linguistic knowledge resources |
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Types of reading |
Extensive Intensive |
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Extensive reading |
Lerners have the chance to select what to read for themselves for pleasure and general language improvement |
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Intensive Reading |
Reading passages are often chosen by teacher İt is designed to develope specific receptive skills Gist skimming Scanning |
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Intensive Reading |
Often carried out in classroom Generally done at a lower speed and requires a higher degree of understanding to develope and reinforce word study skills, enrich vocabulary Provides a basis for explaining dufficulties of structure and for extending knowledge of vocabulary and idiomd |
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Extensive reading |
To train the students to read directly and fluently in the target language for enjoyment without assistance of teacher Students are usually encourged to guess the meaning of unknown items It is intended to develope good reading habits to build up knowledge of vocabulary and sturcture and the develop a taste for reading |
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Reading Subskills |
Scanning Skimming Inferencing |
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Scanning |
Refers to searching quickly for a specific piece of information or a particular word in a reading passage Scanning involves moving over eyes quickly down the page seeking specific words and phrases |
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Skimming |
Reading thorugh a text quickly to get on overall idea of contents Gist of passage |
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Scanning is a quick reading techniques to find specific information in the texts such as date, name, ör places |
Skimming is used to find the general idea of the text on the main events occuring in the text |
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Inferencing |
Authors do not express their points, ideas, emotiona, explicitly in the text, but they imply by hiding the intended message behind the world. Learners should be able to read between the lines and deduce the meaning out of reading text |
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Bottom up approach |
Reading is decoding process Phonic apprach to teaching is used |
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Top down model |
Reading iş psycholinguistic guessing game The whole language approach to teaching reading is used |
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İnteractive Models |
Reading is peocess of constructing meaning from text though the use of both bottom up and top down process, strategies and skills Focus on Interaction Balanced approach to teaching reading is used |
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Content Schemata |
İs background knowledge related to the topic of the text |
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Formal Schemata |
Refers to the knowledge about the genre of the texts |
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Linguistic Schemata |
İş the knowledge of how to form sentences within the rules of syntax, bu lexis, grammar, morphology |
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Stages of Teaching Reading |
Pre- reading stage While reading stage Post Reading stage |
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Pre- reading stage |
Where learners are preaperd for reading Skimming and scanning are used |
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While reading stage |
Actual detailed reading phase with can be carried out either silently or loudly |
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Activities used in the stage |
Information transfer activities Reading comprehension questions Understanding references |
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Display question |
Ones that the teachers ask in order to check the language use of students rather than the content of answer The answer is already known by teacher |
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Refential question |
Questions the answer of which are not known by the person asking question There iş an information gap between the interlocutors, which facilitiates communication |
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Post Reading stage |
Aim - to review the content, focus on grammer, Vocabulary Activities used in this stage enable the learners to make use of their other language skill |
