reading
DESCRIPTION
Set of slides about ESL readingTRANSCRIPT
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Meet me at:
www.letras.ufmg.br/profs/reinildes
Professor Reinildes Dias, Ph.D.FALE - UFMG
Reading in ENGLISH
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L2 Reading is a basic life skill.
Without the ability to read in English well, opportunities for personal fulfillment and job success inevitably will be lost.
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These environments can also encourage students to read and write in English for different social purposes.
Literacy rich environments display texts everywhere and provide opportunitiesthat can engage students in L2 readingand writing activities.
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Reading throughout the years:
from the 70s to now.
The interactive
model
Three cognitive models
The bottom-up model
The top-down model
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Readers proceed from the written text to meaning.
Readers are passive recipients of meaning.
Meaning resides in texts.
Meaning is driven by the text.
Reading proceeds from part to whole.
The bottom-up model acknowledges
that …
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Readers read in a linear way through a step-by-step procedure which involves identification of letters, recognition of spelling patterns and words, and the processing of meaning from the sentence level to the paragraph level and then to the text itself.
From the bottom-up perspective, it is believed that …
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In sum, the bottom-up model emphasizes a single-direction,part-to-whole processing of a text.
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Main proponents of the bottom-up
model of readingGough, P.B. (1972). One second of reading. In: J.F. Kavanagh and I.G. Mattingly (eds.), Language by ear and by the eye (pp. 331-58). Cambridge, MA: MIT Press.
LaBerge, D. and Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.
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According to Gough (1972), reading is a sequential or serial mental process.
In his words,“Readers begin by translating the parts of written language (letters) into speech sounds, then piece the sounds together to form individual words, then piece the words together to arrive at an understanding of the author’s written message.”
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Important element: readers’ prior knowledge.
Focuses on what readers bring to the process Readers activate prior knowledge to understand texts.
Readers are active processors of meaning.
Top-down process
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Reading is a “psycholinguistic guessing game”, Goodman, 1970. Reading proceeds from whole to part. Meaning is brought to the written text, not derived from it. Reading is driven by meaning.
Top-down process:
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Kenneth Goodman (1967). Reading: A psycholinguistic guessing game. Journalof Reading Specialist, 6, 126-35.
Frank Smith (1971). Understanding
reading. New York: Holt, Rinehart and
Winston.
Main advocates of the top-down model of reading
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Traditional view of reading (bottom-up
model)
Cognitive view of reading (top-down model)
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Cognitive view of reading (top-down model)
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Cognitive view of reading (top-down model)
Reading is a dynamic activity.
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Readers have no control over the act of comprehending a text
Cognitive view of reading (top-down model)
Reading is a dynamic activity.
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Readers have no control over the act of comprehending a text
Cognitive view of reading (top-down model)
Readers make use of their previous knowledgeto comprehend a text.
Reading is a dynamic activity.
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Readers have no control over the act of comprehending a text
Readers rely only on the formal features of languagein the quest for making sense of a text.
Cognitive view of reading (top-down model)
Readers make use of
their previous
knowledge
to comprehend a
text.
Reading is a dynamic activity.
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Traditional view of reading (bottom-up
model)
Reading is a passive activity.
Readers have no control over the act of comprehending a text
Readers rely only on the formal features of language in the quest for making Sense of a text.
Cognitive view of reading (top-down model)
Readers make use of
their previous
knowledge
to comprehend a
text.
Reading is a dynamic activity.
Readers (as well as
texts) are at the
heart of the
reading process.
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The interactive model of reading Acknowledges that reading
involves
both a bottom-up and a top-
down process.
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The interactive model of reading
Recognizes the simultaneous interaction of bottom-up and top-down processes during reading comprehension.
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The interactive model of reading
Readers rely on their prior knowledge and
also on the formal features of language in
the quest for making sense of a text.
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The interactive model of reading
Stresses the dynamic interaction
of
the active mind of the reader and
the written text.
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The interactive model of reading
Examines reading comprehension from
the point of view of connected discourse.
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The interactive model of reading
Starts considering readers’ cultural
background and value systems in the
process of reading comprehension.
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The interactive model of reading
Acknowledges the importance of schema, that
is,
units of organized knowledge about events,
situations,
or objects that readers have stored in their
mind’s cognitive structures during the process
of reading comprehension.
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The interactive model of reading
Schema knowledge is subdivided into formal
and content schema with the
acknowledgment
of the importance of the social, cultural and
text rhetorical features in reading
comprehension
Carrell & Einsterhold (1988)
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David Rumelhart (1980). Schemata: the buildingblocks of cognition. In: Spiro, R.J.; Bruce, B. C.;Brewer, W. F. (ed). Theoretical issues in readingcomprehension. p. 33-58.
Keith Stanovich (1980). Toward an interactive-compensatory model of individual differencesin the development of reading fluency. ReadingResearch Quarterly, 16, 32-71.
Main advocates of the interactive
model of reading
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Cognitive views of
reading (top-down and
interactive models)
A spoken or written text does not in itself carry meaning; rather, it provides directions for readers on how to use their own storedknowledge to retrieve and construct meaning.
Encompass this fundamental principle
from schema theory:
(Adams & Collins apud Leahey & Harris, 1989. p. 201).
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A social view of reading
Posits that reading performs a socializing function.
Assumes that texts are social and cultural artifactsreflecting group values and norms.
Acknowledges the fact that texts are materializedor structured into different genres.
Recognizes that we communicate through genresthat fulfill different social purposes in particularcontexts of use.
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The two perspectives are integrated into a holistic view of the reading process.
Meaning is reader-generated and it dependson the activation of different types of knowledge(prior knowledge, textual, lexical-systemic andstrategic knowledge).
Toward a synthesis: A sociocognitive view
of reading (Bernhardt, 1991).
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Toward a synthesis: A sociocognitive view of
reading (Bernhardt, 1991).
Acknowledges the dynamic relationshipsbetween text producers, text receiversand the text itself.
Recognizes the ongoing interaction betweenreader and writer, mediated by the text andcontext. This interaction is socially constructed.
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Toward a synthesis: A sociocognitive view of
reading (Bernhardt, 1991).
Schema knowledge (from schema theory) is both a social and a mentalistic construct.
Understands the concept of text as a socialconstruct.
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The reading
text
Conceptualized as a social construct.
Viewed as a communicative event that is socially and culturally recognizable, both in spoken and written modes.
Materialized in different genres for a variety of social communicative purposes.
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The reading
text
A reading text can be paper, electronic, or live.
It may comprise one or more semiotic systems (linguistic, sound, visual, spatial, gestural).
Texts are consciously constructed.
Meanings are actively constructed.
A text may be constructed using intertextuality.
Texts may be multimodal, interactive, linear, and nonlinear.
(Anstey; Bull, 2004)
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A genre-based approach to
teach L2 reading
Encourages habits of meaning-making
by students.
Centered on the explicit identification
and analysis of genre features to show
how patterns of language work to
shape
meaning.
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A genre-based approach to
teach L2 reading
Counts on students’ recognition of genre
similarities between Portuguese and English
to enhance L2 reading comprehension.
Counts on students’ repeated experiences
with texts in their mother language to
enhance
L2 reading comprehension.
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A genre-based approach to
teach L2 reading
Encourages students to contextualize the
particular texts they have to read by an
understanding of the specific situations for
which they have been written, their
communicative purposes, intended audience,
the social role played by the author, and
when and where they were published.
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A genre-based approach to
teach L2 reading
In other words, this approach to teaching
encourages students to answer this set of
questions: “who writes what, for what
purposes, how, where, and when” in order to
understand the overall context for which
texts have been written as well as who they
want to influence.
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A genre-based approach to
teach L2 reading
Teaches the discursive, the lexical
and
the linguistic features of different
genres
explicitly to enhance L2 reading
comprehension.
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Fase 1: Pré-leitura Ativação de conhecimento
anterior
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estadode Minas Gerais. 2003.
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Fase 2Compreensão de pontos gerais
Compreensão das condições de
produção do texto Exploração da informação
não-verbal
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estado
de Minas Gerais. 2003.
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Fase 3 Compreensão de pontos
principais
Exploração da informação verbal: construção dos elos coesivos -
lexicais e gramaticais - inferências.
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estado
de Minas Gerais. 2003.
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Fase 4Compreensão detalhada
Exploração da informação verbal: inferências, sínteses, integração. Resumo do texto lido na forma de diagramas, esquemas e mapas
conceituais
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estadode Minas Gerais. 2003.
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Fase 5: Pós-Leitura
Reflexões sobre as características retórico-discursivas e linguístico-
textuais do texto lido.
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estado
de Minas Gerais. 2003.
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Fase 5: Pós-Leitura (cont.)
Atividades de desenvolvimentode vocabulário.
Atividades de aprendizagem
de gramática
Fases de uma aula de leitura
Para mais informações, http://tinyurl.com/fases-aula-leitura
Proposta Curricular de Língua Estrangeira do Estado
de Minas Gerais. 2003.
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Feel free to get in
touch with me:
Thanks for your attention!
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http://www.nadasisland.com/reading/#interact
http://www.nclrc.org/essentials/reading/reindex.htm
http://www.sil.org/lingualinks/literacy/ReferenceMaterials/glossaryofliteracyterms/WhatIsAnInteractiveReadingMode.htmhttp://tsl591.blogspot.com/2008/07/models-of-readinginteractive.html
http://www.landmark.edu/institute/assistive_technology/reading_overview.html
http://www.llas.ac.uk/resources/gpg/1420
References