Reading on the light of writing rosananiz
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The document discusses various approaches to reading and writing, including: - Top-down and bottom-up approaches to reading that involve using either prior knowledge or analyzing individual words. - The reader-based approach to writing which considers the needs and background knowledge of the intended readers. - Factors that can cause difficulties for readers such as unfamiliar words or grammatical structures. - Strategies for developing an effective reading course, including setting goals, using various texts and genres, and incorporating reading strategies.
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For fluency skills:
- Teach seeing phrases as wholes by modeling fluid reading of phrases and having students practice reading phrases smoothly.
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2. Top-down models see the reader's prior knowledge and expectations as guiding their understanding of the text. Readers make predictions and sample the text to confirm or adjust their hypotheses. This model emphasizes the role of higher-level thinking.
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The document provides strategies to improve reading comprehension skills. It discusses the SQ3R reading strategy which involves surveying, questioning, reading, reciting, and reviewing the text. Key terms are also defined, including close reading, university reader, contextual reading, and critical thinking. Close reading requires analyzing patterns, polarities, problems, and puzzles in the text. A university reader is someone who enjoys reading and can read critically. Contextual reading demonstrates discernment skills and the ability to read between the lines. Critical thinking involves analysis, evaluation, and synthesis using higher-order thinking skills.NATURE AND CONCEPTS ABOUT READING LESSON 1.pptx
NATURE AND CONCEPTS ABOUT READING LESSON 1.pptxclarizzebalungay
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The document discusses the nature of reading as a complex cognitive process that encompasses word recognition, comprehension, fluency, and motivation. It highlights the importance of reading in improving vocabulary, comprehension, critical thinking, memory, analytical skills, and socialization, while also outlining various comprehension levels and reading strategies. Additionally, it addresses intrinsic and extrinsic factors that affect reading abilities, including psychological, emotional, and learning styles.New eng assignment
New eng assignmentuniversity of gujrat
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The document discusses reading and writing skills. It defines reading as retrieving stored information or ideas and explains that reading helps with mental development, vocabulary, and understanding new information. It also discusses different types of reading like skimming, scanning, intensive reading, and literature reading. The document then covers various writing skills and types of writing like formal, informal, narrative, expository, descriptive, and persuasive writing. It provides details on writing paragraphs, letters, stories, and using dialogue in writing.New eng assignment
New eng assignmentuniversity of gujrat
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The document discusses reading and writing skills. It defines reading as retrieving stored information or ideas and explains that reading helps with mental development, vocabulary, and understanding new information. It also discusses different types of reading like skimming, scanning, intensive reading, and literature reading. The document then covers various writing skills and types of writing like formal, informal, narrative, expository, descriptive, and persuasive writing. It provides details on writing paragraphs, letters, stories, and using dialogue in writing.Rbl presentasi kelompok 4
Rbl presentasi kelompok 4UNY Pasca PBI-B
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This document provides guidance on teaching listening and reading skills to language learners. It discusses key concepts for both skills, including the nature of listening comprehension, relationships between listening and reading, and implications of schema theory for reading. Recommendations are provided for classroom practices and procedures for both skills, such as using pre, during, and post activities. The document also addresses designing reading courses, providing feedback to learners, and materials for teaching listening comprehension. The overall purpose is to outline fundamental concepts and effective instructional approaches for developing students' listening and reading abilities.APP. LING report.pptx
APP. LING report.pptxAlvinTaneo
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The document discusses reading as a process of negotiating meaning between a text and reader based on the reader's background knowledge, expectations, and strategies. It advocates a holistic approach to teaching reading that connects it to other language skills and emphasizes how parts relate to form the whole. The pedagogical stages of reading include pre-reading, initial reading, and rereading tasks of increasing complexity. Readability depends on factors like concreteness, familiarity and cultural acceptance rather than just text properties. The goal of reading instruction is enabling students to discover new knowledge through engaging with a text.Teaching And Learning From Texts Vacca Ch1
Teaching And Learning From Texts Vacca Ch1dreamonda
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The document discusses several key aspects of content literacy and effective reading strategies. It explains that content literacy refers to using reading and writing skills to learn subject matter. Two important reading theories discussed are reader response theory, which views reading as a conversation between the reader and text, and schema theory, which describes how readers organize prior knowledge. The document also outlines challenges struggling readers face and effective strategies used by strong readers, such as making plans, summarizing, and using background knowledge to comprehend texts.Ad
Reading on the light of writing rosananiz
- 2. THE WRITER THE TEXT THE READER The dialogue between the reader and the writer takes place via the text .
- 3. THE PSYCHOLINGUISTIC - COGNITIVE APPROACH. LEARNER - CENTERED. PRIOR KNOWLEDGE SCHEMA
- 4. READING APPROACHES. A series of stages that proceed in a fixed order from sensory input to comprehension BOTTOM - UP INTERACTIVE VIEW Combination of both. Continuum process of changing hypothesis about the incoming information TOP - DOWN
- 5. Purpose for reading But HOW Writing conventions Prior knowledge TOP - DOWN Interpretation/ Understanding BOTTOM - UP Language knowledge Reading strategies
- 6. Is this text about advantages or disadvantages? Television viewers gradually become passive in their action. Television may be a splendid media of communication, but it prevents us from communicating with each other or with the outer world. The world seen through television is only the restricted one: It separates us from the real world. The reader of this text must be able to recognize some of the key words and their exact meanings in order to understand the point being made by the author. ( passive, communication, restricted) http://www.studymode.com/essays/Advantages-And- Disadvantages-Of-Tv-199809.html
- 7. Writing Reader Decontextualized Distant Production Receptor Time Place WRITING AS COMMUNICATION Writing Speaking Considers and accommodates an absent reading audience to his or her ideas Reads and comprehends
- 8. Developed by Bereiter and Scardamalia in 1987. Views writing as aiming to produce a text that can be read successfully. The writer has the responsibility of creating a text that accommodates to the potential reader. The writer has to be fully committed both to the content and to the form of the written text. The writer must develop evaluation and reformulation strategies in the writing process. The Reader based Approach to Writing
- 9. The reader (the audience) and his/ her needs Background Knowledge Potential content schemata USE ELABORATION SKILLS TO CREATE A COMPREHENSIBLE AND COMMUNICATIVE TEXT WRITING FOR A READER- MATCHING THE WRITERS AND READERS SCHEMATA The Reader Consideration Process involves Being Sensitive to...
- 10. kkkjj THE INTERACTIONIST APPROACH TO WRITING Reader and Writer develop a deeper understanding of the process through shared experience with various texts Intertextuality Cycle of Activities A preparatory stage A first draft Evaluative dialogues A rewriting of the text An editing process
- 11. THE COMPOSING PROCESS Berlins Model Grices Maxims Writer (Knower) The Audience (Reader) Reality Language of a written text Top Down Bottom up Quantity Quality Relevance Manner Top Down Bottom up
- 16. Information Gap
- 17. Should I read this text? Do I see where the argument seems to be going? How could I improve my reading skill, to read faster and better?
- 18. reliance on content, context and organization. recognition of words and expressions
- 21. Difficulties Encountered by Readers While Reading
- 22. Mismatch between the reader卒s view of the world and the view presented in the text. A reader who approaches the text with preconceived expectations might misread the message. A reader who may not understand some of the key words. Global Processing Difficulties
- 23. Where did the text appear and what do we know about the book where it appeared? Who is the author and what do we know about him/her ? When was the article or text published and what were the issues of concern at that time ? Teachers can help students to recognize some of the features related to the interaction between global coherence and local coherence by asking these questions. Strategies that combine top- down processing with scanning the text for key sentences can help the reader construct the overall coherence of the text. ? ?
- 24. Grammatical Features that cause Reading Difficulties NOUN PHRASE ADJECTIVAL CLAUSES A Noun Phrase may be due to a multiple modifiers, relative clauses with deleted relative pronouns and compound modifier in prenominal position. The complexity of the resulting structure may cause readers difficulties recognizing the head noun, affecting the processing of the text. Adjectival Clause with deleted subjects may interfere with the identification of the modifier and the head. The grammatical form of the participles may mislead readers into thinking that such a construction is a verb phrase.
- 25. On one hand, Linguistic competence is necessary in order for a reader to successfully recognize the internal connections within the text and be able to relate old to new information. On the other hand, General knowledge of the world is necessary to connect one卒s background to the ideas presented in a written text.
- 27. Indications of Reference The Pronoun System The Article System Demonstratives
- 28. Ambiguity Redundant elements, such as case and gender are not always available.
- 30. Use of Tense and Aspect Markers Intersentential Cohesion Simple Past Tense Historical Present Variant Progressive Aspect Main Events Main Actions To set the scene within which the main event is about to occur.
- 31. When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped. One customer was yelling at a secretary and waving his hands. Others were complaining to each other about the bad service. Simple Past Vs. Past Progressive Historical Present At the end of the story, Luke becomes a Jedi and defeats Darth Vader.
- 32. Lexical Accessibility The readers combine: Personal Knowledge + Textual Information to guess the meaning of unfamiliar words, only when the context provides them with immediate clues for guessing.
- 33. The optimal level of textual support should be derived from: 1) The reader卒s general schemata or general knowledge structures extending beyond the text. 2) The reader卒s familiarity with the overall context of the text. 3) Semantic information provided in the paragraph within which the lexical item appears. 4) Semantic information in the same sentence. 5) Structural constraints in the sentence.
- 34. Suggestions for Developing a Reading Course
- 35. Reading goals Discourse-based approach Maximize Independent Reading Facilitate Negotiated Interaction Foster Metacognitive Awareness and Learner Autonomy Expand Access to New Content Areas
- 36. Planning a Reading Course. Effective Reading Strategies. Silent reading in guided situations Shared reading in groups Individual reading inside and outside the classroom
- 37. A Discourse Oriented Reading Course
- 38. Goals /Metacognitive awareness Helps readers make decisions and choices before ,during and after their reading of the text. Expose the learner to a variety of texts genres, content areas, and styles of writing. The learner can develop the knowledge component and the processing skills.
- 39. Reading Activities that Lead to the Development of strategic reading Components For reading effectively. Language Knowledge (vocabulary-syntax). Discourse Knowledge and Sociocultural Knowledge. General (prior) Knowledge or The Knowledge of the world. Special Activities need to be developed. Multipurpose reading matter. Selection of reading passages,stories,articles. Motivate reading Dictionary Skills and vocabulary work. Text organization, of grammatical and logical connectors.
- 40. Pre Writing a text. Making Predictions Focus on external and internal features of a text. Strategies
- 41. Younger Learners Reading Activities Focus on: The Purpose of Reading The Development of Reading Strategies Gaining Information and Knowledge
- 43. Breaking Barriers Choosing Topic and Genre Tactics for Planning The Writing Process
- 44. as a Model of