READING

Based on Tricia Hedge’s “Teaching and

Learning in The Language Classroom”

PRESENTED BY:
MOHD FAISAL FARISH BIN ISHAK
M20082000013

NIK AHMAD TARMIZI BIN SETAPA

M20081000148
LET’S READ THIS…

• Try to guess the missing words

and identify the clues that are
available in the text.
• Consider what kinds of
knowledge you used to work out
the meanings.

(Adapted from The White Mountains by

John Christopher (abridged and
simplified for ‘Longman Structural
Readers’ by A.G. Eyre))
Interaction with text

• In order to comprehend the text, we may have combined

information from the text and knowledge we brought with us to
reading it.

• Thus reading can be seen as a kind of dialogue between the

reader and the text (interactive)

• It is likely we have used at least 6 types of knowledge to help us

make sense of the text.
The 6 Types of Knowledge
• Syntactic Knowledge:
e.g. ‘barlim’ follows the indefinite article ‘a’ (should be a noun)
‘taddle’ follows the modal ‘can’ (should be a main verb)

• Morphological Knowledge:
e.g. relationship between ‘barl’ and ‘barlim’ (similar to the pattern of ‘farm’-’farmer’ /
‘mill’-’miller’

• General World Knowledge:

e.g: knowledge of structures of desks gives us clue for ‘box’ or ‘drawer’

• Sociocultural Knowledge:
e.g. knowledge of the architecture of churches might suggest ‘tower’/’steeple’

•Topic Knowledge:
e.g. knowledge of rural life might suggest the father’s employment.

• Genre Knowledge:
e.g. information that reveals it is a science fantasy novel helps readers that the setting is
the future and to deal with the seeming anachronism of the watch.
Reading as an interactive process
SCHEMATIC KNOWLEDGE

• certain words or phrases in the text or in the materials surrounding the text will activate
prior knowledge of some kind in readers’ mind.

• reading methodology should consider activating schematic knowledge before reading.

• Some use ‘recall procedure’.

• reading can be facilitated by knowing the types of rhetorical organization used in

English texts often referred to as the formal schemata. (Carrel, 1984 as cited in Hedge,
2000)
Reading as an interactive process
LANGUAGE KNOWLEDGE

• It is to enable readers to work on the text.

• Readers who have sufficient language knowledge and able to recognize wide range of
vocabulary are called ‘a fluent reader’.

• Second language readers are going to have difficulties in processing texts which
contain unfamiliar aspects of the English language.

• Vocabulary is another reading ability component which second language readers might
have difficulties with.

• Most common strategy to cater vocabulary difficulty is encouraging readers to develop

strategies for guessing word meanings from contextual clues and background knowledge.
Reading as an interactive process
LANGUAGE KNOWLEDGE:
Five-step sequence to comprehend text. (Nation and Coady, 1998 in
Hedge, 2000)

• Finding the part of speech

• Looking at the immediate context of unknown word and simplify if necessary
• Looking at the wider context of the unknown word.
• Guessing the meaning of the unknown word.
• Checking that the guess is correct.

Readers who can use schematic knowledge are well equipped in reading
comprehension but certain level of language competence is necessary.
Reading as a purposeful process (cont.)
VARIOUS STYLES OF READING:
(as described by Pugh (1978) and Lunzer and Gardner (1979)
• Receptive Reading:
e.g. when a reader wants to enjoy a short story.

• Reflective Reading:
e.g. reader wants to check whether a new line of argument in a political text is consistent
with opinions expressed earlier in the same article.

•Skim Reading:
e.g: reading rapidly, skipping large chunks of information and focusing on headings.

• Scanning:
e.g. searching rapidly to find specific point of information

•Topic Knowledge:
e.g. looking at text carefully (student look at a poem to appreciate the choice of words)
Reading as a purposeful process (cont.)

• From the various style, we know that different purposes for reading determine
different strategies.

• reading activities should have some purpose and should concentrate on the
normal purposes of reading. (to get information, to respond to curiosity, to
perform task, for pleasure, to keep in touch etc.)

• students should be given purposes for reading.

• SCROL is a procedure designed to help students approaching a text.

Reading as a purposeful process (cont)
SCROL PROCEDURE:
(as described by Grant (1993)
• Survey the headings:
Read heading and sub-heading

• Connect:
Think how headings interconnected

• Read the text

Return to first heading to read the whole text

• Outline:
Use indentation to reflect structure, outline the major ideas and supporting details.

•Look back:
Look back to the text and check the accuracy of the major ideas
Reading as a critical process

• Critical reading views reading as a social process.

• reading critically depends on an awareness of how elements of language can

be manipulated by writers. Learners have to built the awareness.

• pedagogy relies on close scrutiny of the language to see what writer really
means.

• teacher can encourage students to challenge writer’s assumption.

Extensive reading

• the purpose is to confer greater facility in the use of the vocabulary already
gained.

CHARACTERIZATION:
• reading large quantities of material, whether short stories, novels etc.
• reading consistently over time on a frequent and regular basis.
• reading longer texts
• reading for general meaning, primarily for pleasure, curiosity or professional
interest.
• reading longer texts during class time but also engaging in individual,
independent reading at home, ideally of self-reflected material.
IMPLICATION FOR THE TEACHING OF READING

• Establishing goals for the reading classroom

• Reading text selection

• Developing task for reading ability

• Promoting critical reading

• Encourage extensive reading

Establishing goals for the reading classroom

• General goals for reading component:

To read a range of text in English
To adapt reading style accordingly
To built knowledge of language
To built schematic knowledge
To develop awareness of the structure of the written text
To take a critical stance
• Teacher responsible to motivate reading
• Overcome the various level of student
Reading text selection

• R. William ; “ in the absence of interesting text, very little is possible”

The criteria of the text selection should answer these questions ;
What kind of text do we use in the classroom?
How do we create reading purposes fo those text?
• Interest will be the key criterion
• Variety of text; topic, length, rhetorical organization reading purpose
• Rivers and Temperly (1978) suggest the framework of purposes for
reading:
 to get information
 to respond to curiosity about a topic
 to follow instructions
 for pleasure and enjoyment
 to keeep in touch
Reading text selection (cont)

 to know what is happening in the world

 to find out when and where
• Establish an authentic reason for reading the respective text
• Create purpose which will motivate learners to read
Developing task for reading ability

• Standard practice vs. traditional practice

• Pre reading phase – orientation of the context of the text

• While reading phase – intervention activity in the reading process

• Post reading phase – tie up process between the text and purpose

• Clarke (1989); suggest a procedure of acollaborati classroom work

• Flexibility of the teacher’s role

Promoting critical reading

• Teachers must facilitate the learners to question then expose themselves to

reasoning and justifying
• Clarke and Silberstien (1979) suggesting critical questions:
‘For what purpose and for what audience is this intended?’ ‘What knowledge and
attitudes does the author presume of the audience?’ ‘ Are you convince by the evidence
presented by the author to support claims made?’ ‘Does your own experience support
the conclusions reached by the author?’ and ‘Do you share the author point of view?’
• Wallace (1992) suggest a framework of questions based on Kress (1985)
Why this topic being written about?
How is the topic being written about?
What other ways of writing about the topic, are there?
Who is the text’s model reader?
Promoting critical reading (cont)

• Clarke (1993) recommend a detailed set of pre reading questioning

Why am I reading this? What are my purpose? Way is it on my reading list?
What do I know about the author, publisher, the circumstances of puication and the
type of the text? How do these affect my attitude towards and expectation of whai am
read? Why?
What are my views of the event or topic before I start reading this particular text?
What other texts written or spoken) on thorn similar topics am I familiar with? What
are my views about them?

• Teachers compare the same content with different medium of text

• A classroom debate
Encourage extensive reading

• There are two ways in encouraging extensive reading; one is the class
readers and the other one is the class library.
• Hicks (1984) favours class library
•There are two issues arise concerning the class library:
Selecting the material for extensive reading
Supporting extensive reading

• Selecting the material for extensive reading

-Simenson (1987) had classified the material for extensive reading into three
types; authentic, pedagogic and adapted.
-With judicious appraisal upon of material quality, student proficiencies and
language structure; a teacher can find a useful collection.
Encourage extensive reading (cont)

• Supporting extensive reading

- Provide time for short interview with individual about their reading.
- Book conference can be carried out. Student can respond to the text and
use the language in coactive situation.
- Reading syndicate, a peer conference where a group of learner read the
different book and s the experience.
- Parrot (1987) recommend procedures in engaging reading syndicate:
1. The teacher divide the class into small group or syndicate.
2. The class select the books along with teachers supervision.
3. Students read the books to a two weeks deadlines using period of class-
time and reading at home.
4. The teacher organizes tutorial each book with the group of three readers
who have read it.
5. The syndicate meet and members recount eir reading experiences to others
in the group.
CONCLUSION

The reading lesson should aim to build lers ability to engage in

purposeful reading, to adopt a range of styles and to develop

critical awareness. This will imply to develop competence and

confidence.