Teaching Reading Skills and Vocabulary in Primary ESL Classroom TSL 3106

Group Members: 1. Clara Beatrice 2. Viviana Mihen 3. Mohd Afif

Tutorial 1 Week 1 Question(s) :

1) Discuss differences between intensive and extensive reading and effects they have on reading. 2) Discuss about factors that would encourage reading among students.

Differences between Intensive and Extensive Reading

Aspects Definitions Intensive Reading A reading where we read and analyse it deeply. Students are expected to understand every word, we discuss what it means, we deal perhaps with grammar. Narrow area- students are not allowed to find a topic they like. The topic chosen by teacher is short and easy to understand. Extensive Reading Reading as much as possible, for your own pleasure, at a difficulty level at which you can read smoothly and quickly without looking up words or translating to English

Areas of Reading

Large area-reading long texts or large quantities for general understanding, with the intention of enjoying the texts. Students have to find supported articles related to the topic.

Aspects Linguistic Focus

Intensive Reading Analysis of the language All learners study the same material

Extensive Reading Fluency, skill forming

Materials

All learners read different things (something interesting to them) Mostly at home

Where to read

In class

Comprehension

Checked by specific questions

Checked by reports / summaries

Aspects Purposes/ Objectives

Intensive Reading provides a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. the students are asked to answer some questions related to the topic which is given by the teacher. All of the answers are available on the text, so that the students only rewrite it. Dictionary is a must-a text will be used to answer some questions, so the students have to know the meaning of all words in the text in order to make them easy to answer the questions.

Extensive Reading to train the students to read directly and fluently in the target language for enjoyment without the aid of the teacher asked to write a summary after reading an article/ passage. the students also will do a short presentation on what they have read.

Students activity in class

The use of dictionary

discourage the over- use of dictionary. The habit of using it will cause inefficient reading and destroy the pleasure that reading is intended to provide.

Aspects

Intensive Reading

Extensive Reading

Principles

O Overview (surveying & skimming) P Planning a purpose (How detailed the comprehension should be?) Q Question (formulating questions answered thru-out the text) R Reading (guided by purpose carefully and thoughtfully) S Summarize T Testing Yourself (to retain memory) UUnderstanding/Comprehensio n

1. The reading material is easy. 2. A variety of material on a wide range of topics is available 3. Learners choose what they want to read 4. Learners read as much as possible. 5. Reading speed is usually faster rather than slower 6. Reading is individual and silent. 7. Reading is its own reward. 8. The teacher orients and guides the students. 9. The purpose of reading is usually related to pleasure, information and general understanding.

Effects of Intensive & Extensive Reading

Intensive Reading (Advantages) It provides a base to study structure, vocabulary and idioms. It provides a base for students to develop a greater control of language It provides for a check on the degree of comprehension for individual students

(Disadvantages) There is little actual practice of reading because of the small amount of text. In a class with multi-reading abilities, students may not be able to read at their own level because everyone in the class is reading the same material. The text may or may not interest the reader because it was chosen by the teacher. There is little chance to learn language patterns due to the small amount of text. Because exercises and assessment usually follow intensive reading, students may come to associate reading with testing and not pleasure.

Extensive Reading (Advantages) the students may: - develop a "reading habit" - gain more confidence in reading -improve their attitude towards reading and become more motivated to read - feel more autonomous over their own learning and more likely to take more initiative, become more " independent readers", being able to read for different purposes and being able to change reading strategies for different kinds of texts

- become more aware of what's available to them to read and how to access materials - expand sight vocabulary - acquire "incidental" grammatical competence that is, it may be acquired even though it was not directly taught -build background knowledge - increase reading comprehension - improve overall language competence - be more prepared for further academic courses because they have read large quantities

(Challenges) Students need to have easy access to texts within their language proficiency level. For intermediate levels, students require a specialized library within their language proficiency range. Some teachers feel that time spent on Extensive Reading will take away from time that could be spent on learning language skills.

 Some people feel that students may place too much emphasis on the number of pages read instead of on the understanding achieved. Some people feel that if graded readers are used, they can give a false impression of the level of reading that has been achieved. They feel that some students may try "ungraded" materials too soon.

Factors that encourage reading among students

Personal Interests The frequent mention of personal interests indicated that childrens reading motivation was influenced by their own interests Characteristics of books Children enjoyed books that were funny or scary. They also chose books with great illustrations. Such things as exciting book covers, action packed plots, and humour. Choice the children were motivated to read when they were given an opportunity to decide which expository text they would like to read.

 Sources of book referral 1) School library

The childrens repeated referral to the school library shows that the school library provided the children with a variety of books that interested them and motivated them to read. 2) Teachers They play roles in exposing children to books was also revealed during the interviews. the children frequently identified their teacher as the person who introduced books to them.

3) Family members Family had a positive effect on childrens reading motivation by exposing them to books. 4) Peers Children are motivated to read by sharing books with one another. Actions of family members, peers and teachers 1) Buying or giving books Children valued receiving books, and that the action of giving or buying books for children motivated them to read. They enjoyed receiving books for their birthdays and for holidays, as well as other occasions.

2) Reading to children Many of the children revealed that they enjoyed being read to by others-highlighted the importance of reading to children regardless of their age. 3) Sharing books The children enjoyed being told about books others were reading. They mentioned both formal and informal methods of sharing, such as book reports and informal discussions with peers. Sources of motivation School library, teachers, family members, peers, themselves