Professional Documents
Culture Documents
By Me and C/P
2013
Slides 1 6
Got more, but they need extensive editing
UNCHARTED TERRITORY
The main objectives teachers have in mind when attempting to teach their students reading
are to teach them to read fluently and clearly a variety of texts for a variety of purposes, to assess
strengths and weaknesses in reading, to make them aware that reading is an active process in which the
reader interacts with the text to construct meaning, relating himself or herself to his/her experience.
Research has demonstrated that readers do not simply understand the meaning that is in a text, but
they, especially expert readers, reconstruct meaning with a text. Reading is like a transaction in which
the reader brings purposes and life experiences to cope with the text. The meeting of the reader and
the text results in the meaning that is comprehension. Comprehension is closely connected with the
readers background experiences, purposes, feelings and needs.
Instruction in reading strategies is an integral part of the use of reading activities in the
language classroom. Teachers can help their students become effective readers by teaching them how
to use strategies before, during and after reading.
Authentic texts are meant to develop the students skills in reading and speaking by
connecting prior experiences to the reading. The Common European Framework of Languages stresses
the importance of authentic texts which contain interesting topics related to the students everyday life.
Students understanding of written texts should go beyond being able to choose items of factual
information; they should be able to distinguish between main idea and hidden points, between the
main idea of a text and specific detail; they are required to remake text structure and deduce meaning
and lexical reference and to locate information in certain sections of the text.
EMERGENT
Print has meaning, some directionality, recognizes some high-frequency
words, relies on pictures for meaning, relies on patterns, some initial sounds
EARLY
Recognizes high-frequency words, pictures confirm meaning, uses syntax
for meaning, starts to self-monitor, can retell, uses patterns to read new
words
TRANSITIONAL
Greater sight word vocabulary, uses all three cueing systems (MSV),
multiple strategies for difficult words, summarizes, longer texts (early chapter
books)
FLUENT
High sight word vocabulary, consistently self-monitors, long texts with deep
meaning, interprets, notes authors craft, reads for a variety of purposes