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Teaching Reading

Tamar Mikeladze
Telavi State University
2009
Reading

Teaching Goals Teaching Means

reading comprehension reading techniques


reading techniques are taught on the
levels of:

• Letter recognition, letter/sound


correspondence
• Reading syllables in some languages or
letter clusters (ch, sh, th, ght, gn in English)
• Reading whole words
• Start with simple sentences and short texts
(This may be done even earlier than the
whole alphabet is learnt)
• First guided loud reading –
silent reading as soon as loud reading has
become fluent enough
Reading comprehension can be done
on two levels :

• Understanding words and sentences

• Understanding “between the lines”


Reading can be classified:

Participation of voice aloud silent


Wholeness of analytical synthetic
perception
Teacher participation guided independent

Freedom of choice compulsory individual/opti


onal
Existence of language prepared unprepared
difficulties

Role of mother with translation without


tongue translation
Role of dictionary with dictionary without
dictionary
Types of reading intensive extensive

Reading purpose skimming scanning


Strategies for developing
reading skills:

• Previewing
• Predicting
• Skimming and Scanning
• Guessing from context
• Paraphrasing
Reading should be accompanied with:

Pre-reading
activities

While-reading
activities

Post-reading
activities
During Pre-reading :
• Assess students’ background knowledge of
the topic and linguistic content of the text

• Give students the background knowledge


necessary for comprehension of the text, or
activate the existing knowledge that the
students possess

• Clarify any cultural information which may be


necessary to comprehend the passage

• Make students aware of the type of text they


will be reading and the purpose for reading

• Provide opportunities for group or


collaborative work and for class discussion
Pre-reading activities :

• Using title, subtitle, divisions to predict


content
• Looking at pictures, maps, diagrams, or
graphs and their captions
• Talking about author’s background,
writing style and usual topics
• Reviewing vocabulary, grammatical
structures
• Reading over the comprehension
questions to focus attention on finding
that information while reading
While reading:

• Stop at the end of each section to


review and check their predictions,
restate the main idea and summarize
the section

• Use the comprehension questions as


guides to the texts, stopping to
answer them as they read.
While reading activities

• Have they obtained the information


they looked for?
• Do they understand the story line?
• Do they understand main idea and how
author supports it?
• Does it agree with their predictions?
• How does it differ?
After reading

• Check If students’ forecast was right

• Discuss the ending

• Do comprehension tasks
(true/false, multiple choice)

• Work out Reading / Writing / Speaking


skills
(fill the gaps, arrange the paragraphs into a
logical order, retell the text, write an essay,
etc)
Thank You