Marjorie Hall Haley, PhD - GMU 2004

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Chapter 5Interactive Listening

and Reading

Marjorie Hall Haley, PhD - GMU 2004

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Interactive Listening and Reading in Content-Based ClassesReading comprehension should

be regarded as an interactive (active) process. Testing hypotheses Separating main ideas from details Deducing meaning Searching for cohesive elements Contextual guessing

Marjorie Hall Haley, PhD - GMU 2004

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Interactive Listening and Reading in Content-Based ClassesListening Comprehension: develops when learners have

been engaged in meaningful and comprehensible oral interactions.

generally precedes oral production

Marjorie Hall Haley, PhD - GMU 2004

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Interactive Listening and Reading in Content-Based ClassesDifferent perspectives: Listening

Pyscholinguistic- skills and stragegies Sociocultural- respond to and create

interpretations Reading

Pyscholinguistic - autonomous, mental process; coordination of attention, perception and memory

Sociocultural - oral/written uses of language are interdependent; function relates to context.

Marjorie Hall Haley, PhD - GMU 2004

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Interactive, Content-Based Listening ComprehensionInteractive Listening ComprehensionDevelopment in Content-Based Classes

Build awareness and use of appropriate reception strategies

Consider characteristics that affect listening text task interlocutor listener process

Marjorie Hall Haley, PhD - GMU 2004

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Interactive, Content-Based Listening Comprehension Diverse Learners

When planning consider Multiple intelligences Learning styles

Incorporate listening strategies Cognitive Metacognitive

Marjorie Hall Haley, PhD - GMU 2004

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Interactive, Content-Based Listening Comprehension Linking Assessment to Interactive

Learning Use a variety of instruments and procedures

Oral report Outlines, web pages, maps, charts, t-lists Computer assisted language

activities/simulations Musical cloze

Marjorie Hall Haley, PhD - GMU 2004

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LiteracyCreate opportunities for reading,

listening, viewing in your classroom Resource centers/Learning stations Reading aloud Guided reading

Marjorie Hall Haley, PhD - GMU 2004

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LiteracyMoving from Guided Reading to

Independent Reading Combine top-down and bottom-up

approach Text strategic approach –

ideas/generalizations rather than facts

Marjorie Hall Haley, PhD - GMU 2004

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ReadingSelecting and Accessing Authentic

Texts Topic should be accessible to the

learner Appropriate length Linguistic level achieving (i+1) Abundance of clues (contextual,

verbal, pictorial, linguistic)

Marjorie Hall Haley, PhD - GMU 2004

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ReadingFour Types of Reading Skills: Intensive reading Extensive reading Skimming Scanning

Bottom-up vs. Top-downActivity: The Take-Five Model

Marjorie Hall Haley, PhD - GMU 2004

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Reading vs. LiteracySociocultural View – move student

from the known to the unknown; construct his/her own meaning

Whole language is an approach where: literacy meaning through collaboration, sharing, interaction

Marjorie Hall Haley, PhD - GMU 2004

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Reading vs. LiteracyCritical literacy: Context of its TEXT Social

Usesocial constuction

back forward

Marjorie Hall Haley, PhD - GMU 2004

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Reading vs. LiteracySocially responsible critical literacy

interaction:Ask yourself:1) What relationships between the reader

& written text do you want to cultivate?

2) What are some potential meaning that can be derived from the text?

Marjorie Hall Haley, PhD - GMU 2004

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Reading vs. LiteracyESL standards emphasize:

Language as communication Language learning through meaningful use The individual and societal value of bi- and

multilingualism The role of ESOL students native language in

their English language and academic development

Cultural, social, and cognitive processes in language and academic development

Assessment that respects language and cultural diversity

Marjorie Hall Haley, PhD - GMU 2004

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Reading and literacyListening and Reading Strategy

Instruction Competencies needed for

comprehension: Grammatical Sociolinguistic Discourse Strategic

Marjorie Hall Haley, PhD - GMU 2004

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Reading and literacyDesigning interactive reading techniques: Offer specific instruction in reading skills Use motivating techniques Choose texts for authenticity and readability Encourage the development of reading strategies Include both bottom-up/ top-down techniques Follow SQ3R sequence Subdivide techniques into prereading, during

reading and after-reading Evaluate your techniques

Marjorie Hall Haley, PhD - GMU 2004

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Strategy-Based Reading InstructionReading Strategies: Prereading strategies During-reading strategies After-reading strategies

Marjorie Hall Haley, PhD - GMU 2004

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Strategy-Based Reading Instruction

Reading response logs

Anticipation guides Literacy scaffolds Semantic mapping SQ3R Advance organizers Think aloud Read aloud

Morning message Language

experience approach Echo reading Guided reading Silent sustained

reading

Marjorie Hall Haley, PhD - GMU 2004

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Reading Assessments Types of Assessments:

Checklist, conference notes, observations, interviews, exit slip, admit slip,dialogue journal

IRI Reading levels

Independent, Instructional, Frustration