Theme: developing reading skills in ELT

 

 Theme: developing reading skills in ELT

CONTENTS

 
Introduction ………………………………………………………………………3

Chapter 1. General notion about reading as a skill in ELT……………….4

1. Purposes of reading…………………………………4
2. Reading strategies…………………………………..6
3. Access to content…………………………………..7
4. Reading activities…………………………………..9

Chapter 2. Rading in practice……………………………………………15

1. Beginner level……………………………………..15
2. Intermediate level………………………………....18
3. Advanced level…………………………………….20
4. Proficiency level…………………………………...22 
   Conclusion…………….…………………………………….………22 
   References………………………………………………………….23

 
 
 
 
 
 
 
 
 
 
 
 

Introduction 

     The topicability of course paper is of great importance because reading is one of the most important skills in learning English. The more you read, the better developed your cognitive abilities are. Reading improves your gasping skills and sharpens your analyzing and problem-solving abilities. Reading gives you knowledge, making you more confident.

     The object of course paper is: reading as a process, its types according to different classifications. The subject of course paper is: mostly practical tasks; set of exercises needed in developing reading skills.

     The aim of my course paper is to study different approaches in developing reading skills, multiple classifications of reading texts, and the very purpose of reading in ELT. How reading helps in studying languages? To get a clear understanding of this and some other problems we have to study reading in all its forms; the methods, strategies which we can use in developing this kind of skill. To develop reading skills is not just being aware of the latest strategies, or methods, but how to use them in practice. That is why the structure of my course paper is the following: in the first chapter there are the main points concerning the type of reading texts, purposes of reading, some strategies and methods in developing reading skills and in the second chapter there are samples of reading texts, adopted to the different levels of knowledge English. For every text there were prepared special exercises, based on the content or sophisticated vocabulary.

   The tasks of course paper are:

• to give general characteristic of reading;
• to define different types of reading;
• to define functions of reading and its role in ELT;
• to provide with suitable exercises which are adopted to different levels of knowledge English.

Chapter 1 General notion about

      reading as a skill in ELT 

1. Purposes of reading

 

     Reading is so much a part of daily life for those of us that much of the time we hardly consider either the purposes or process involved. We take the activity for granted, much as we do with listening and speaking. Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. “Effective reading means a flexible and appropriate response to the material in hand, and this is always guided by the reader’s purpose.” [4, p. 15].   Reading is an activity with a purpose. A person may read in order to gain information or in order to see a writer's ideas or style. A person may also read for enjoyment, or to develop knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to find the main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as theories and principles.         This specific skill gives a possibility to read authentic texts, which make learners to be a little closer to the culture, history, literature. You can feel the difference of sourse text and its translation into yout native tongue. For ELT reading is very important as a way of enriching new vocabulary, developing analyzing and logical skills. An important characteristic which reading has- is its role in social interaction.           Reading for survival: some reading is almost literally a matter of life and death – for example a ‘stop’ sign for motorist. Survival reading serves immediate needs or wishes. Obvious examples are ‘ladies’, ‘gentlemen’, ‘exit’.

     Reading for learning: we extend our general knowledge of the world.

Reading for pleasure: it is done for its own sake – we don’t have to do it. An important by-product of reading for pleasure in any language is fluency. This can create a vicious circle. Unless a reader gains a fluency, that is speed and ease of reading, the reading of any material for whatever purpose is likely to be boring.         Brumfit introduced two more purposes of reading: reading for accuracy and reading for fluency, or in other words intensive and extensive reading. Both are important and necessary, but it is almost impossible to reach the high level of English reading nly in class time. To be fluent in English it is not enough to read under close guidance of teacher and do exercises. Intensive reading is used mostly in that case, but because of the lack of time during the class it must be implied the second type – extensive reading. The aim of intensive reading is to arrive at a profound and detailed understanding of a text: not only of what it means, but also of how the meaning is produce, whereas an extensive reading will promote reading out of class. It achieves fluency and efficiency in English. To choose supplementary material for the reading lesson we should look at possible material from three points of view: readability; suitability of content; exploitability. The topic for an extensive reading text has to be choosed by the very student. That is why in power will be the principal of pleasure, which is very crucial in this out of class reading. It will have much more effect when the learner is interested in the content of a book than it is tiresome for him. [3, p. 26] 
 

2. Reading strategies

 

     Strategies involve ways of processing text which will vary with the nature of the text, the reader’s purpose, and the context of situation. One approach which allows learners to try out their strategies for making sense of written English is that offered by the Breakthrough to Literacy material. Learners are given sets of words and blank cards on which they add new words of their own.

     One opportunity offered by the shared reading situationis that learners are encouraged to develop a metalanguage, a way of talking about features of written texts which can help to heighten awareness of what is involved in the processing of written language. It also means that reading will be seen not as an isolated activity but is inevitably integrated with speaking, writing, and listening. Listening to stories is a very good way of understanding their typical structure and content. Talking about them will clarify their meanings, and writing your own will help to understand how stories take shape. [2, p. 53]

      A key principle in the process of reading is that we read selectively and flexibly: in other words, we read different texts in different ways which are related to the function of the text and our own purpose in reading it in a particular context. Effective readers of all levels of ability will scan for specific information, skim to get an initial overview of a text, and be prepared to read and re-read with greater attention those parts of the text which are of particular relevance to their purpose. (See Appendix 1)

Previewing: reviewing titles, section headings, and photo descriptions to get a sense of the structure and content of a reading selection.

Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about a writing style, vocabulary, and content.

Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions.

Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. [1, p. 14]

Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text. 

3. Access to content

 

     In order to interact effectively with the text, the second language reader needs access to content as well as context. Below there are some ways of helping learners to assosiate their existing schematic knowledge to the text they are reading. One way of facilitating a reader’s interaction with a text and providing orientation to context and content is through various kinds of text-related tasks. The idea that there are three main types of reading activity, those which precede presentation of the text, those which accompany it, and those which follow it, is now a common feature of discourse about reading. W. Wallace introduced three kinds of activities: pre-reading, while reading and post reading activities.

     Pre-reading activities: Students provide their own question, statement, or hypotheses. Students can be encouraged to raise their own questions about texts rather than answering given questions which dictate a way a way of reading the text. Cross-cultural pre-reading tasks involve comparison between features of student`s own culture and the target couture. One very popular kind of pre-reading task is ‘brainstorming’. When the teacher give a class a particular key word, a phrase or headline and it provoke some associations, words which follow them. It gives students more information about this word or phrase or even they will make some guesses about the content of the very text. For example these are the kinds of associations which might be called up by the key word, ‘family: ‘mother’, ‘father’, ‘sister’, ‘grandparents’, ‘Christmas’,‘love’, ‘happiness’, ‘home’, ‘undertanding’. The kinds of associations may be different for every person. It depends on their personal experience, specific knowledge, even mood or a temper. [4, p. 30]

     While-reading activities:

Generally the aim of while-reading activities is to encourage learners to be flexible, active and reflective readers. Flexibility is encouraged by inviting the reader to read in ways which are perceived (by the materials writers) to be appropriate to the type of text being presented. Jigsaw readingis when each member of a group has one part of a text and after that they discuss with the others his part and vise versa. Then they will piece together a whole text.  It is good, because in this way all students will participate, also they will understand the content of a text more clearly and learn the unknown words much easier than just reading the whole text once. Other while-reading tasks require students to transfer information from a continuous text to some kind of grid or matrix. But it needs a lot of time and concentration. [4, p. 33]

     Post-reading activities: Traditionally the major, often only, kind of post-reading activity consisted of questions which followed a text. Multiple choice questions can frequently be answered without reference to the text at all – that is the reader need only draw on existing schematic knowledge. These kinds of activities are mainly aimed at underatanding content, vocabulary. Some multiple choise questions contain the right answer as an abstract from a text, which hubable students to think logically upon the right variant. Of course there are exceptions, but they are very few. It is more difficult to construct the variants in a logical way, giving possibilities to think thoroughly. [4, p. 35]   

     1.4 Reading activities

     To develop reading skills we can also use some other reading activities, which are mainly based on the way of reading texts.

      Cued reading is a reading activity that uses preliminary discussions about a story and its illustrations before and during reading. Borneman assured that cued reading gives the learner(s) clues to make the text more meaningful, predictable, and readable. We should use familiar stories from the learners' culture because they are the easiest for beginning readers to understand; use objects or pictures to illustrate new ideas and vocabulary. Here are the steps that a skilled reader would follow to use cued reading: look at the title with the learner(s) and discuss what the text might be about; discuss with the learner(s) any illustrations and their captions; use words and language structures in the discussion that the learner(s) will find in the text; try to obtain these same words and structures from the learner(s) by asking appropriate questions; have the learner(s) read along with you, orread the text alone. [8]

     Duet reading is an activity where a skilled reader sits next to a learner and the two read a text simultaneously. Reading together at first helps the learner to practice reading with expression, speed, and confidence. Laubach Literacy Action presented some steps that a skilled reader should follow to use duet reading: sit side by side with the learner and use the same book; read with the learner and set the pace, staying 1 or 2 syllables ahead; read fluently and with expression; track while reading. [10]

     Echo reading (also known as imitate reading or model reading) is an activity where a skilled reader reads a text, a sentence at a time, as the learner tracks. The learner then echoes or imitates the skilled reader. Echoing a skilled reader helps learners gain confidence in reading aloud; learn sight words; read material that might be too difficult for them to read alone; practice proper phrasing and expression. Here are the steps that a skilled reader should follow to use echo reading: read a sentence or phrase to the learner; read with fluency and expression; track while reading; have the learner read the same section after you finish. We can make a tape of what the skilled reader reads and leave blank spaces for the learner to repeat the utterances. [9]

     Group dynamic reading is a reading activity done in a small group. Teacher and learners take turns in reading the text from their books. Gordon advised that at first, the learners track with their fingers while the teacher reads. Then the learners are expected to read certain parts of the text while the teacher listens.The group dynamic reading activity is a good way to build team spirit, and encourage learners to help each other and depend less on the teacher. Here are the steps to follow to use the group dynamic activity: distribute a copy of the same book to each learner in the group; give the learners time to become familiar with the passage and encourage them to look at the illustrations, and glance over the text; read the material at a pace that allows the learners to follow along by tracking; reread the text, stopping occasionally in the middle of a sentence; have the group read out loud the word that follows each stopping point; repeat the process, gradually increasing the stopping points; when the group is able to supply most of the words without hesitation, have them read the entire passage in unison, stopping only when they have difficulty; supply the words they have difficulty with. [7]

      Lap reading The term lap reading comes from the practice of parents taking children onto their laps and reading to and with them. This is a good activity to encourage literacy within families. Here are some benefits of using lap reading: Its informal nature makes it useful for creating a positive attitude toward reading by making it an enjoyable experience; helping them experience reading without any threat of failure, and introducing learners informally to some concepts and conventions of print. Here are some guidelines to follow when you use lap reading: make sure the learner can easily see the print; read something that the learner selects or that is especially interesting and relevant to both the reader and the learner; read with enthusiasm and feeling; stop the session before the learner loses interest. Here are the steps that a skilled reader should follow to use the lap reading activity:take a young child on your lap, or sit side-by-side with a learner; hold the book together; track the words as you read; stop occasionally toask questions of the learner, andinvite comments about the story; have the child or learner read if they want to; track with your finger as they read, encouraging them to track also.

       Paired reading is a reading activity where a learner and a skilled reader read a text together. They follow an established pattern to allow the learner to take over reading in sections where they feel confident. Borneman considered reading with someone to help them at first also encourages them to try reading materials that may be beyond their normal reading level. Here are the steps that a skilled reader should follow to use paired reading: read along with the learner; adjust your speed so that you stay together; repeat each misread word until the learner reads it correctly; look for a prearranged signal to indicate the learner wants to read an easier section alone. [8]

     Repeated reading is a group or individual activity where learners read a text with a fluent reader, and thenre-read the text alone until they can read it as fast as the fluent reader did. Repeating a passage until they can read it quickly helps readers develop confidence, speed, and word prediction ability. Here are some guidelines to follow when you use repeated reading: choose, or let the learners choose, stories that areabout 50-200 words long, andrelatively easy for the learner at first, thenchoose progressively more difficult materials as the learners advance; read the passage with the learner the first time for comprehension; once they understand what they are reading, learners can then concentrate on reading quickly; emphasize the learners' reading speed rather than their accuracy. Here are the steps to follow to use repeated reading: have the learners read along with a fluent reader, or a cassette tape; give the learners a time goal which is the same length of time it would take a fluent reader to read the passage at a moderate pace; have the learners read the same passage alone until they are able to read the passage in the specified time; when the time goal is reached, repeat the process with a new passage. [10]

     Shared reading is a reading activity where a teacher reads a story while a group of learners look at the text being read and follow along. Shared reading is useful for: encouraging prediction in reading; helping new readers and writers learn about the relationship between print and speech; informally introducing print conventions; providing an enjoyable learning experience, and teaching sight vocabulary. The story must have large enough print to be shared with the group. Simple stories can be printed on the chalkboard. Here are some guidelines to follow when you use shared reading: discuss the story and illustrations with the learners prior to reading to build anticipation, or after reading to aid ; have the learners "hum" to get the feel and intonation of the words; read fluently and expressively. Here are the steps to follow to use shared reading: select an interesting story with repetition, or use a favorite story; when introducing a new story, talk about the title, the cover illustration, and the kind; read the story to the group, tracking each word with a pointer as you read; reread the story as a group, encouraging everyone to join in "reading" certain words or phrases as they are able. Here is a variation of shared reading: highlight (with a colored marking pen) the repetitive words, repetitive phrases, or sight words that the learners already know; reread the story several times; have the learners read the highlighted words or phrases after the second or third reading, while the teacher reads the other words. [8]

     Guided questioning is a group or individual activity where learners are asked questions about a text both before and after they read it. They must find the answers in the text by reading it independently and silently. Laubach regarded guided questioning is an activity that helps readers learn to locate and understand information in a text. Emphasize locating information rather than comprehension of the text. Use materials that have specific and easily identifiable answers to questions that you ask the learners to find. Here are some good sources: Instructions Newspapers Scripture Textbooks. Use the activity as a writing activity by having the learners write a sentence or two about the text, using vocabulary found in the text.Here are the steps to follow to use guided questioning:Have the learnerslook at thecover illustrationtitle, andfirst paragraph of a text, andpredict what the text might be about.Discuss the topic of the text.Introduce any words that may be difficult for the learners.Ask a question about the text.Example: Ask: "What is the boy's name in this story?" Have the learners read the text silently to find the answer to the question. Discuss the answer to the question. Variation: Have them find other occurrences of the answer if it is a short answer. Ask several more questions about the content of the material. Example: Ask: "What is the boy doing?" Have the learners answer the questions by finding the appropriate parts of the text.Variation: Read the passage with the learners until they can read it well. [9]