How to Teach

Reading

Yenny Cadena
Diego Acuña
Lorena Peña
Hugo Serrano
AGENDA
 The Nature of Reading
We were never born to read. Humans beings
invented reading only a few thousand of years
ago. And with this invention, we rearranged
the very organization of our brain, which in
turn expanded the ways we were able to
think, which altered the intellectual evolution
of our species. (Wolf, 2007:3)
WHAT DOES READING MEAN?
DEFINITION OF READING
“Reading is the process of receiving and
interpreting information encoded in language
from via the medium of print” (Urquhart &
weir, 1998: 22) or “comprehension occurs
when the reader extracts and integrates
various information from the text and
combines it with what is already known”
(Koda, 2005:4)
Video by Dr. Richard
Alligton
Processes that Define Reading
 READING FOR DIFFERENT
PURPOSES

Reading ability can be improved by

teaching how to read for particular
purposes. (Anderson, 2000 a: 397)
Academic Purposes for Reading
HOW READING WORKS (LOWER LEVEL PROCESS)
The importance of
teaching reading.
Teaching Reading: A Comprehensive Approach
 HOW WE APPROACH GROUP
READING ACTIVITIES?

Group
Group
reading
reading
Word-
Word-
recognition
recognition
exercises
exercises
Work
Workwith
with
vocabulary
vocabulary
Individualized
Individualized
reading
reading
CLASSROOM PROCESSES
 ItItaims
aimsto
tobuild
buildmore
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language
knowledge,
knowledge,rather
ratherthan
thanpractice
practicethe
the
skill
skillof
ofreading.
reading.
THE LEARNERS CAN..
Activity
Do you like the text?
Letting the students in.

Students
Studentsare arefar
farmore
morelikely
likelyto
tobe
beengaged
engaged
ininaatext
textififthey
theybring
bringtheir
theirown
ownfeelings
feelings
and
andknowledge
knowledgeto tothe
thetask.
task.
 The Vocabulary Question.
“It seems contradictory to insist that students
“ read for meaning” while simultaneously
discouraging them from trying to understand
the text at a deeper level than merely gist”.
By Carol Walker (1998).
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Reading Lesson
Sequences
 NEGATIVE ASPECTS!
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and
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PLANNING FOR READING

Before- Reading
During- Reading
After-Reading.
 After-Reading activities
Cartoon Strip Wanted posters Story map.

Hot Seat. Monster,

Vanishing
Cloze.
 After-Reading activities
Freeze frames. Consonant groups .

Phonic Families. Jumbled sentences.

 ALSO…
 Story innovation
 Time lines.
 Innovating on the Ending.
 Readers’ Theatre.
 Text reconstruction.
 Picture and sentences
Matching.
 True/ false question.
 Questioning the text.
EXTENSIVE READING

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Characteristics of Successful ER Programs
The Benefits of ER.
HOW DO WE ASSESS THE STUDENTS’
EXTENSIVE READING?

Since each learner is reading different

books, the teacher does not have
enough time to test each Students’
reading.
How much reading should
be done?

Research has shown that a learner should ideally be

reading about a book a week at her level of difficulty.
This amount of reading should take about 90-120
minutes per week, or about 15 minutes per day.
The key to a successful reading program is a
good balance between Intesive Reading,
Extensive Reading, the development of
vocabulary, and work on reading skills and
strategies.
 Bibliography
Richards, Jack C and Willy A. Renandya. 2002. Methodology in
Language Teaching. Cambridge University Press.

Grabe, W.(2009) Reading in a Second Language: Moving from Theory

to Practice. USA. Cambridge Applied Linguistics.

Gibbons, Pauline. 2002. Scaffolding language, Scaffolding learning.

Waring, Rob. Oxford Graded Readers. Oxford University press.