How to Teach

Reading
AGENDA
DEFINITION OF READING
“Reading is the process of receiving and
interpreting information encoded in language
from via the medium of print” (Urquhart &
weir, 1998: 22) or “comprehension occurs
when the reader extracts and integrates
various information from the text and
combines it with what is already known”
(Koda, 2005:4)
Processes that Define Reading
READING FOR DIFFERENT
PURPOSES

Reading ability can be improved by

teaching how to read for particular
purposes. (Anderson, 2000 a: 397)
Academic Purposes for Reading
HOW READING WORKS (LOWER LEVEL PROCESS)
The importance of
teaching reading.
Teaching Reading: A Comprehensive Approach
CLASSROOM PROCESSES
It aims to build more language
knowledge, rather than practice the
skill of reading.
THE LEARNERS CAN..
Activity
Letting the students in.

Students are far more likely to be engaged

in a text if they bring their own feelings
and knowledge to the task.
The Vocabulary Question.
“It seems contradictory to insist that students
“ read for meaning” while simultaneously
discouraging them from trying to understand
the text at a deeper level than merely gist”.
By Carol Walker (1998).
Time
Limi
Me
t
ani
con ng
sen
su
s

/
Word
phrase
limit
Reading Lesson
Sequences
NEGATIVE ASPECTS!
The learner The learner will
Very little not be able to
practice of
will not be
able to read read at her/his
the skill of own level of
reading. quickly nor
reading ability.
smoothly.

The text
may or may Few
not interest chances to
the learner. learn the The learner
patterns in often has to
English. stop reading
and use a
dictionary.
PLANNING FOR READING

Before- Reading
During- Reading
After-Reading.
After-Reading activities
Cartoon Strip Wanted posters Story map.

Hot Seat. Monster,

Vanishing
Cloze.
After-Reading activities
Freeze frames. Consonant groups .

Phonic Families. Jumbled sentences.

ALSO…
 Story innovation
 Time lines.
 Innovating on the Ending.
 Readers’ Theatre.
 Text reconstruction.
 Picture and sentences
Matching.
 True/ false question.
 Questioning the text.
EXTENSIVE READING

e fin itio Pur

p
D ose
n
Characteristics of Successful ER Programs
The Benefits of ER.
HOW DO WE ASSESS THE STUDENTS’
EXTENSIVE READING?

Since each learner is reading different

books, the teacher does not have
enough time to test each Students’
reading.
How much reading should
be done?

Research has shown that a learner should ideally be

reading about a book a week at her level of difficulty.
This amount of reading should take about 90-120
minutes per week, or about 15 minutes per day.
The key to a successful reading program is a
good balance between Intesive Reading,
Extensive Reading, the development of
vocabulary, and work on reading skills and
strategies.
Bibliography
Richards, Jack C and Willy A. Renandya. 2002. Methodology in
Language Teaching. Cambridge University Press.

Grabe, W.(2009) Reading in a Second Language: Moving from Theory

to Practice. USA. Cambridge Applied Linguistics.

Gibbons, Pauline. 2002. Scaffolding language, Scaffolding learning.

Waring, Rob. Oxford Graded Readers. Oxford University press.

Teaching of Reading and
Writing

Lesson 1 The Reading-

Writing Connection
Similar but Different Language Skills?

Reader
Writer
Activity: List the similarities and differences
between Reading and Writing

Reader
Writer
Similar but Different Language Skills?
Reading Writing

Receptive
Productive
Decoding Texts Encoding
Literacy Skills
Language Skills
Cognitive Strategies
Constructing meaning
Reciprocal Process
Reading as a receptive skill

Decoding process –
searching for meaning

Se
n t to Printed
Text
Re
c ei v
ed
by
Writing as a productive skill

Encoding process –
Expressing ideas

Written/
Se typed
n t to
Text
pro
d uc
in g
Writers want to give information and readers
want to seek information – metaphorically,
readers and writers meet at the text.

Reader
Writer

Area of shared assumptions

Reading + Writing = Literacy

Reading and writing are essentially similar processes of

meaning construction involving the use of cognitive strategies.
Tierney & Pearson, 1983; Paris Wasik & Turner, 1991; Tierney & Shanahan, 1991

Reading and writing can be described as

parallel processes.
There is a connection between what readers
do and what writers do
What is a cognitive strategy?
Cognition = the process of knowing or thinking
Strategy = a tool or tactic one uses to solve a
problem
Cognitive Strategy = a thinking tool
Cognitive Strategies Sentence Starters
Cognitive Strategies Sentence Starters
Cognitive Strategies Sentence Starters
Cognitive Strategies Sentence Starters
Monitoring
•I got lost here because……
•I need to reread the part where……
•I know I’m on the right track because………
Clarifying
•To understand better, I need to know more
about…………..
•Something that is still not clear is…………..
•I’m guessing that this means ______, but I
need to……….
Cognitive Strategies Sentence Starters
Revising Meaning
•At first I thought______, but now I…………
•My latest thought about this is……….
•I’m getting a different picture here
because………………..
Analyzing the Author’s Craft
•A golden line for me is…………..
•This word/phrase stands out for me
because…………..
•I like how the author uses _____to
show……….
Cognitive Strategies Sentence Starters
Reflecting and Relating
•So, the big idea is…………
•A conclusion I’m drawing is……….
•This is relevant to my life
because………………..
Evaluating
•I like/don’t like ________because…………..
•My opinion is ________because…………..
•The most important message is
________________because ……….
Making Connections Monitoring

Open Mind Open Mind

Text to Self Connection
These are connections that readers make between
the text (what you are reading) and their own past
experiences and/or background knowledge.
Text to Text Connection
These are connections that readers make between
the text they are reading and other texts the reader
has read before (intertextuality).
Text to World Connection
These are connections that readers make between
the text and the bigger issues, events, or concerns of
society.
To make these types of connections the
reader must think about what is going on in the world
around them.
Reading & Writing-Reciprocal Processes

Reciprocal
Reader Writer
Learning to read Learning to write
Reading to learn Writing to learn
Reading to write Writing to read
Reading is the receptive side of knowledge, while
writing is the productive side. Thus, reading and
writing are reciprocal processes.
Reading Research in Action, 2008
Reading & Writing-Reciprocal Processes

Think It
Read It Talk It
Write It
Think It
Know It

• Writing from Sources

• Reading across texts
Importance of the RW Connection
•Readers appear to be more likely to derive learning
benefits across reading and writing when they
understand that a connection exists.
•Writing skills is a predictor of academic success
along with reading comprehension.
•Each skill contributes to the other.
•Both skills enhance engagement and reasoning.
•Reading and writing involve using knowledge of
language structure, including word structure, and text
structure (syntax and style).

Reading Research in Action, 2008

Importance of the RW Connection
•Reading and Writing are interdependent processes
that are essential to each other and mutually
beneficial.
•Reading and writing should occur naturally to
construct meaning in everyday situations.
•Reading and writing are clearly related, and each
has been shown to benefit from instruction
addressing the other.

McCardle, Chhabra & Kapinus in Reading Research in Action, 2008

How do the reading traits translate to writing?

1. Make connections 1. Connect to topic/thesis

2. Self question 2. Writing process/organization
drafts
3. Visualize 3. Create a picture/plan
4. Determine 4. Determine the
importance evidence/supporting details
5. Make inference 5. Audience, readers’ concerns,
counter-arguments
6. Synthesize 6. Research/create
7. Monitor 7. Diction, syntax, cohesiveness
comprehension
Teaching of Reading & Writing
Lesson 2: Reading
Process & Theories
Reading as a receptive skill

Decoding process –
searching for meaning

Se
n t to Printed
Text
Re
c ei v
ed
by
Teaching of Reading & Writing
What is Reading?
Reading is the process of constructing
meaning through the dynamic interaction
among the reader’s existing knowledge, the
information suggested by the written language,
and the context of the reading situation.
Anthony, Pearson & Raphael, 1993
Reading Theories
• Schema Theory
• Bottom-up & Top-Down Theory
• Interactive Reading Theory

• The roles played by the Reader

Text
Reader
Writer

Area of shared assumptions

Schemata
(Sources of Knowledge)
Linguistic Contextual Schematic
Knowledge Knowledge Knowledge
Phonology Social Context World
Lexical Knowledge (Situation) Knowledge
Syntax Topic (Co-text) Background
Discourse features Participants Knowledge
(registers, cohesive
markers etc)

Language processing involves

“parallel, interactive processing”
(McClelland and Elman, 1986)
How does this
picture illustrate
what is reading?

Discuss the roles

played by:
•The Reader
•The Text

How do you
observe the
relationship
between the reader
& the text in the
classroom?
TEXT

MEANING

READER
Olny srmat poelpe can raed this.
I cdnuolt blveiee that I cluod aulacity uesdnatnrd what
I was rdanieg. The phaonmneal pweor of the human
mind, aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosn’t mttaer in what order the ltteers in
a word are, the olny iprmoatnt thing is that the first and
last ltteer be in the rghit pclae. The rset can be a taotl
mses and you can still raed it wouthit a porbelm. This
is bcuseae the human mind deos not raed ervey lteter
by istlef, but the word as a wlohe. Amzanig huh?
Yaeh and I awlyas tghuhot slpeling was ipmorantt!
ALZHEIMERS’ EYE
TEST
Don’t! Stop! Don’t stop!
Don’t stop!
a date.

I’m going to the

casino. Good luck!

the
principal’s
office.
The policeman held up his hand
and stopped the car.

Superman held up his hand and

stopped the car.
1. Flying planes can be dangerous.
1.1 To fly planes can be dangerous
1.2 Planes that fly can be dangerous.

2. Visiting relatives can be a nuisance.

2.1 To visit relatives can be a nuisance.
2.2 Relatives who visit can be a nuisance.
Metacognitive Strategy
Thinking how we think
How do processing information happens in our brain?
Based on the following text. Guess the activity being
described.
1.How many times did you read over the material
before you were able to guess the activity being
described?
2.How did your schema helped you in identifying the
activity being described?
3.Write how you process and use this schema?
A newspaper is better than a magazine. A seashore is
a better place than the street. At first it is better to run
than to walk. You may have to try several times. It
takes some skill, but it’s easy to learn. Even young
children can enjoy it. Once successful, complications
are minimal. Birds seldom get too close. Rain,
however, soaks in very fast. Too many people doing
the same thing can also cause problems. One needs
a lot of room. If there are no complications, it can be
very peaceful. A rock will serve as an anchor. If thing
breaks loose, however, you will not get a second
chance.
Another View of Reading

Meaning

Reader B

Reader A
Reading as a Process

•Cognitive Perspective – how printed input is

processed

•Top-down and Bottom-up Processing

Models of Reading Comprehension
Process
•Bottom-up Processing

Meanings

Grammar

Sounds Words Phrases

Level 3

Level 2

Level 1

Data-Driven or Bottom-up Model

• Very passive role
BRAIN • Very text-
dependent
• Very little use of
Prior Knowledge
MEANING
Critical Role of
Processing

TEXT
Bottom-up……….
•Beginner Readers
•Great Amount of conscious attention
•Limited to comprehending small chunks of
information
•Small capacity for higher level of operation
( top-down processing)
Top-Down Processing

Prediction Experience
Context
Prior
Knowledge
Meanings

Grammar

Sounds Words Phrases

Hypothesis-Test or Top-Down

Level 3

Level 2

Level 1
• An active role
BRAIN • What reader
brings to text
• Concept or idea-
SCHEMA/PRIOR driven
KNOWLEDGE • High use of Prior
Knowledge
Syntactic Orthographic
Knowledge Semantic Lexical
Knowledge
Knowledge Knowledge

TEXT
Top-Down……….
•Proficient Readers
•Large capacity for higher level of operation
•Ability to comprehend bigger chunks of
information
•Ability to sort important information
Interactive Processing

Prediction Experience
Context
Prior
Knowledge
Meanings

Grammar

Sounds Words Phrases

Interactive……….
•Proficient listeners
•Little conscious attention to words, sounds,
etc.
•Large capacity for higher level of operation
•Ability to comprehend big chunks of
information
•Interactive and simultaneous information
processing (compensation of lack of
information in one level by checking it at other
level)
Lesson 3: What to Teach in Reading
Reading Sub-skills & Levels

Reflective Questions
1.To what extent are you teaching students
what to read or how to read? List specifically
what are you teaching and discuss how you
teach them.
2.To what extent are you teaching reading or
testing reading?
To what extent do you teach reading using ...
The ten-question syndrome?
You read next strategy?
Read & answer strategy?
Question at the end strategy?

WHO/WHAT is doing the teaching? TEACHER

STUDENT
TEXT
TEACHING OF READING SKILLS
SUB-SKILLS
•Identify main facts & details
•Relate cause & effect
•Identify sequence of events
•Predicting outcomes
•Inferring meaning from contextual clues
READING LEVELS
• Literal Comprehension
• Reorganization
• Inferential Comprehension
• Evaluation
• Appreciation
LESSON 4
TEACHING READING STRATEGIES
READING PRODUCT

READING PROCESS
EXPLICIT
Tangible PRODUCT
Visible
Conscious
PROCESS
IMPLICIT
Intangible
Invisible
Dynamic
Elusive
Subconscious
Are you teaching students what to read or
how to read?
Are you teaching reading or testing reading?
The ten-question syndrome?
You read next strategy?
Read & answer strategy?
Question at the end strategy?

WHO/WHAT is doing the teaching? TEACHER

STUDENT
TEXT
METACOGNITION
Thinking about thinking

One’s knowledge concerning one’s own

cognitive processes & products or
anything related to them. (Flavell, 1976)
CSI
Cognitive Strategy Instruction

An instructional approach which

emphasizes the development of thinking
skills & processes as a means to enhance
learning. (Scheid, 1993)
TAS
Think Aloud Strategy

In which a reader makes his reading

process manifest to others by articulating
all that he is noticing, thinking & feeling &
doing as he reads a text.
TAS for Teachers
Think Aloud Strategy

Deepen own awareness of the reading

process
Ability to use one’s heighten awareness of
reading strategies to help model these
strategies to students.
Support students to identify problems &
monitor their own comprehension.
Reading Theoretical Reading Skills Reading Levels
Activities Assumptions
Robin Hood Think aloud Inferring Inferential
anaphoric &
Cataphoric
references
Jigsaw reading Think aloud Sequencing Reorganization
Inferential
Cause & Effect Schema Cause & Effect Reorganization
Buttons Think aloud Sequence Inferential
Finding Partners Evaluation
Same but Schema Compare & Reorganization
Different Think aloud Contrast Inferential
Evaluation
Robin Hood Schema Inferring Reorganization
Think aloud meaning from Inferential
contextual Evaluation
clues
Unfinished Story Schema Predicting Reorganization
Think aloud Inferential
Strategy 1:Let’s see how good a Robin Hood
are you?

Inferring anaphoric & Cataphoric

references
Channarong’s hobby is gardening.

He waters his flowers every evening.

It has not only brought him many hours of

delightful pleasure but an extensive amount of
income as well.

Every morning he brings his wife her favorite

flowers.

They are roses. Supphakant loves them very

much.
Strategy 2: Sequence of Events/Processes
JIGSAW READING

TIME
TEXT CATEGORIES
Procedural Specific steps &
or Narrative events related to
•Time
•Chronological
order/sequence
•Procedure
Strategy 3: Compare & Contrast
Common Comparing Key Words & Phrases

Common Contrasting Key Words & Phrases

Strategy 4: Inferring Meaning from
Contextual Clues
What is glubnub?
We like to go to glubnub class.

Sometimes we ran races or play ball.

We learn the rules for different sports.

Glubnub is a fun class.

Rather than looking in a dictionary, a
reader can save time searching for a word,
simply by using contextual clues to
determine what a word means.
S-A-G-E is an acronym for the 4 most
common contextual clues
S- SYNONYM
A- ANTONYM
G GENERAL SENSE
E- EXAMPLE
Strategy 5: Inferring Causes & Effects

Teach common cause & effect key words &

phrases
1. Use of Cause & Effect Buttons
2. Finding your Partners- one has a
cause and one has an effect.
Strategy 6: Predicting Outcomes

Making Inferences
Predict & Infer Organizer

Predict the next steps

Story: The Cookie Crook