Beruflich Dokumente
Kultur Dokumente
What is Reading?
READING is a complex process that requires a great deal of active participation on the part of the reader. Huffman (1998) defines reading as asking questions of printed text and reading with comprehension becomes a matter of getting his questions answered. Reading is a basic life skill. It is a cornerstone for a childs success in school and throughout his life.
What is Reading?
It is a means of language acquisition, of communication, and of sharing information and ideas.
1. Reading is CONSTRUCTIVE: learning to reason about written material using knowledge from everyday life and from disciplined fields of study. 2. Reading is FLUENT: mastery of basic processes to the point where they are automatic so that attention is freed for the analysis of meaning. 3. Reading is STRATEGIC: controlling ones reading in relation to ones purpose, the nature of the material and whether one is comprehending.
Reading Concepts
1. Teach the child what each letter stands for and he can read. The goal of reading is constructing meaning in response to text. It requires interactive use of grapho-phonic, syntactic, and semantic cues to construct meaning. 2. Most of the contemporary definitions of reading include the following: reading is a process, reading is strategic, reading is interactive, and reading instruction requires orchestration.
Contd.
5. Understanding of the correspondence between letters and sounds 6. Ability to recognize printed words from a variety of cues such as context, analogy, syntactic, or letter shapes
SKIMMING a. Preview the reader needs to find out if the book or the material is written by a specialist in that certain field and must see whether it contains the needed information. b. Overviewing the reader has to find out the purpose and scope of the material. He must look the sections that are of interest to him. c. Survey the reader has to get the general idea of the material.
COMPREHENSION SKILLS help the reader predict the next word, phrase, or sentence quickly enough to speed recognition. FLUENCY SKILLS help the reader see the larger segments, phrases and groups of words as wholes.
CRITICAL READING SKILLS help the reader see the relationship of ideas and use these in reading with meaning and fluency.
What is Comprehension?
It is the ability to grasp something mentally and the capacity to understand ideas and facts. Comprehensibility in writing is related to comprehension in reading. Comprehension is based on: 1. knowledge that reading makes sense; 2. readers prior knowledge; 3. information presented in the text; 4. the use of context to assist recognition of words and meaning
During Reading
1. Stop periodically to ask questions. 2. Map text structure elements. 3. Model ongoing comprehension monitoring.
After Reading
1. Strategic integration of comprehension instruction. 2. Planned review. 3. Assessment of students understanding.
Reading Stages
PLEASURE this involves a willing suspension of belief as the reader inhabits the created world. NATURALIZATION this involves translating the text into situations or persons that seem familiar to the reader. Elements in the text which do not naturalize easily are often ignored or even distorted. RESPONDING this refers to sympathizing or hating, accepting or resisting the situation and/or characters. Such response generally begins with I like or I dont like RECOGNITION this is the act of appreciating it being put in words.
Reading Stages
IDENTIFICATION this refers to the various connection with the characters, events, situations, making them part of the world rather than joining them. CRITICAL DIALOGUE to some degree, this refers to re-writing, teasing out a hidden story or implications. ANALYTICAL-CRITICAL this involves text analysis, self-analysis, and analysis of literary and cultural repertory of both. QUESTIONING THE TEXT looking for oppositions, contradictions in the text as well as challenges of initial oppositions, conflicts.
Reading Stages
YOUR OWN RESPONSE the changing focus, approach, and identification. INTRATEXTUAL-DRAMATIC the relation of the part to the whole, the primary level of understanding. AUTHORIAL the relation of text to the author, and the authors other works. This requires being familiar with the authors life, works, and recurrent preoccupations. HISTORICAL the relation of the text to milieu. How has a text reflected or help to create its culture. ALLUSIVE the relation of text to other texts, past and present or intertextuality.
Reading Stages
GENERIC the relation of text to other texts of similar kind. PHILOSOPHICAL the relationship of the text to the world of ideas. It may include how the world can be mapped onto specific religious or ideologies Christianity, Marxism, Freudian, of Jungian psychology, Feminism). SUBJECTIVE the relationship of the text to the readers experience.