Reading Seminar on TEFL
1.1 Introduction
Reading is one of the most beneficial and feasible activity
that human can do. It means through reading a person is going to be able to
discover new ideas, concepts, places and people. Some people even describe
reading as a journey that start as the opening of a page, and finishes as the
last page is turned. The reason why reading is so important is because reading
is relaxing to our mind and soul; it is a way for children to reach out to the
world, and it improves our thinking process. Besides, people can gain
information about everything all around this world. It means that reading can
help people open the world only through some pages.
“The
more that you read, the more things you will know. The more that you learn, the
more places you’ll go.”
Dr.
Seuss
1.2 Article
A. Definition
of Reading
·
Reading
is the process of constructing meaning from written texts. It is a complex
skill requiring the coordination of a number of interrelated sources of
information (Anderson et al., 1985). (http://www.eduplace.com/rdg/res/teach/def.html)
·
Reading
is the process of constructing meaning through the dynamic interaction among:
(1) the reader's existing knowledge; (2) the information suggested by the text
being read; and (3) the context of the reading situation (Wixson, Peters,
Weber, & Roeber, 1987, citing the new definition of reading for Michigan).
(http://www.eduplace.com/rdg/res/teach/def.html)
·
Reading is the action or skill of
reading written or printed matter silently or aloud. (http://www.merriam-webster.com/dictionary.com/answer.com)
·
Reading is a complex cognitive process of
decoding symbols in
order to construct or derive meaning (reading comprehension). (http://en.wikipedia.org/wiki/Reading_(process))
B. What
can you do to become a better reader?
·
Strategies to become a better reader.
Here are important
reading strategies students can use before, during and after reading:
a. Before
Reading
Predict what the book
is about from the title. Set a purpose for reading. Example: I
am going to read this book because I want to learn more about animals. Take a picture
walk through the
book. Ask, what is happening in
the pictures?
b. During
Reading
Ø Visualize - make a movie in your head just like
you do when listening to a story.
Ø Question - think about the story, asking
yourself who, what, when, where, why, how.
Ø Clarify - understand new words - figure out
words using print strategies.
-
Use finger to point under each word to
keep track of where you are reading.
-
Use beginning sounds to figure out words.
-
Use ending sounds to figure out words.
-
Use pictures on the page to help figure
out a word.
-
Use word chunks (group of letters in a
pattern like _ack, _ight).
-
Look for a smaller word within the word.
-
Read to the end of the sentence.
Sometimes the word that
makes sense pops right up!
makes sense pops right up!
-
Reread the sentence or passage to
increase understanding.
Ø Make
predictions - "What happens
next?"
Ø Make
connections
-
What other story is like this one? (Text
to Text Connection)
-
Have
you felt the same away as a character in the story? Did something similar
happen to you? (Text to Self Connection)
-
Does it help you think about something
in real life not directly connected to you? (Text to World Connection)
c.
After Reading
Ø
React -
What did you think of the story?
-
How did it make you feel?
Ø
Summarize
-
What was most important in the story? One way to
do this is to think:
§
Someone
§
Did something
§
But (there was a problem
§
Then (the problem gets solved)
§
Finally (what happened at the end?)
·
What good readers do before, during and
after reading?
a. Before
reading
Ø Set
a goal
Ø Preview
the text
Ø Predict
what the text will say
b. During
reading
Ø Reading
sequentially, skimming some parts, focusing on others.
Ø Rereading
some sections.
Ø Make
notes
Ø Tone
into main ideas and ideas related to the goal
Ø Check
and adapt predictions
Ø Monitor
and repair comprehension
Ø Connect
to the world knowledge to make inferences
Ø Paraphrase
and summarize passages
Ø Respond
to and evaluate text
c. After
reading
Ø Reread
selectively
Ø Summarize
Ø Reflect
Ø Thinks
about how information might be used in the future
C. What
makes a reading text easy or difficult?
·
What makes a reading text easy?
a. Generally, reading texts are easier if :
Ø They contain 'simple' language-structure and vocabulary
familiar to the students.
Ø They are short: simple sentences.
Ø They are clearly organized e.g. There is a straightforward
storyline or a clearly signposted argument.
Ø They are factual.
Ø They are in Standard English with no specialized vocabulary.
Ø The topic is concrete
and familiar.
Ø There is support in the way of layout, tittles, pictures,
graphs, etc.
b. The
factor that makes the reading text Easy to understand are:
Ø Legibility
If the printed or
the copied of the reading text is good, the type-face easy to read, it will be
make the student’s mood nice and they will have more spirit to read it.
Ø Familiar
word
If the words which content in the reading text easy or familiar with the student, she will have more feeling to read and they will easy to understand the reading text.
If the words which content in the reading text easy or familiar with the student, she will have more feeling to read and they will easy to understand the reading text.
Ø Interesting
topic
An interesting topic can make the student attention focus on reading text. They will easy to understand the main or the point and the story of the reading text about.
An interesting topic can make the student attention focus on reading text. They will easy to understand the main or the point and the story of the reading text about.
·
What makes a reading text difficult?
a. Most of your reading difficulties will be caused by a problem
on the list below:
Ø The text has many unknown words.
Ø The text has long, complicated
sentences.
Ø The text is about a topic you know
nothing about.
Ø The text is about a topic you find
boring.
Ø The text has small print, long
paragraphs, no pictures.
Ø The text has been badly written.
Ø You are feeling tired.
Ø You are distracted.
Ø You don't know the important cohesion
markers.
Ø You don't know why you have been
asked to read the text.
b.
The factor that makes the reading text difficult to understand are:
Ø Illegibility
A first, obvious
difficulty relates to the legibility of a text. The students may have problems that are caused solely by the fact
that what they are trying to understand has been poorly printed or copied, is badly set-out or is in a very
small type-face.
Ø Unfamiliar
Words
A written message may
be difficult to understand because it contains many words that are unknown to
the student. In the following text, for
example, the instruction is simple but the language
in which it is expressed is not familiar.
D. What
are the different ways of reading?
·
There are three different types of
reading skills:
a. Skimming
is reading rapidly for the main points.
b. Scanning
is reading rapidly to find a specific piece of information.
c. Extensive
reading is reading a longer text, often for pleasure with emphasis on overall
meaning.
d. Intensive
reading is reading a short text for detailed information.
·
There
are some styles of reading which we use in different situations:
a. Scanning:
for a specific focus
The technique you use when you're looking up a name in the
phone book: you move your eye quickly over the page to find particular words or
phrases that are relevant to the task you're doing.
It's useful to scan parts of texts to see if they're going
to be useful to you:
Ø The introduction or preface of a
book.
Ø The first or last paragraphs of
chapters.
Ø The concluding chapter of a book.
b. Skimming:
for getting the gist of something
The technique you use when you're going through a newspaper
or magazine: you read quickly to get the main points, and skip over the detail.
It's useful to skim:
Ø To preview a passage before you read
it in detail.
Ø To refresh your understand of a
passage after you've read it in detail.
Ø Use skimming when you're trying to
decide if a book in the library or bookshop is right for you.
c. Brown
(1989) explains that intensive reading "calls attention to grammatical
forms, discourse markers, and other surface structure details for the purpose
of understanding literal meaning, implications, rhetorical relationships, and
the like." He draws an analogy to intensive reading as a "zoom lens"
strategy.
d. Brown
(1989) explains that extensive reading is carried out "to achieve a
general understanding of a text."
E. Reading
Exercises
·
There are some exercises of reading
activities:
a. Fill
the gap.
b. Find topic sentences.
c. Irrelevant
sentences.
d. Speed
reading.
·
There are some exercise of reading
activities:
a. Picture
and sentences matching.
b. True/false
reading.
c. Rearrangement
items.
d. Cloze
procedure.
(Heaton, J. B.1975.
Writing English Language Tests. London: Longman Handbooks for Language
Teachers.)
F. Mention
and explain some techniques in teaching reading!
·
There are some techniques in teaching
reading:
a. Word
analysis
b. Oral
reading
c. Silent
reading
d. Reading
comprehension
CHAPTER
II
SUMMARY
2.1 Definition
of Reading
Reading is a complex cognitive process of
decoding symbols in
order to construct or derive meaning through the dynamic interaction among: (1) the reader's
existing knowledge; (2) the information suggested by the text being read; and
(3) the context of the reading situation.
2.2 What
can you do to become a better reader? (before, during and after reading)
a. Before
reading
Ø Set
a goal
Ø Preview
the text
Ø Predict
what the text will say
b. During
reading
Ø Reading
sequentially, skimming some parts, focusing on others.
Ø Rereading
some sections.
Ø Make
notes
Ø Tone
into main ideas and ideas related to the goal
Ø Check
and adapt predictions
Ø Monitor
and repair comprehension
Ø Connect
to the world knowledge to make inferences
Ø Paraphrase
and summarize passages
Ø Respond
to and evaluate text
c. After
reading
Ø Reread
selectively
Ø Summarize
Ø Reflect
Ø Thinks
about how information might be used in the future
2.3 What
makes a reading text easy or difficult?
a. What
makes a reading text easy?
Ø It contains 'simple' language-structure and familiar words.
Ø It is short: simple sentences.
Ø It
is clearly organized e.g. There is a
straightforward storyline or a clearly signposted argument.
Ø It
is factual.
Ø It
is in Standard English with no specialized
vocabulary.
Ø The topic is concrete, familiar and
interesting.
Ø It
is legibility.
b. What
makes a reading text difficult?
Ø The text has many unfamiliar words.
Ø The text has long, complicated
sentences.
Ø The topic of the text is not
interesting.
Ø Readers are feeling tired.
Ø Readers don't know the
important cohesion
markers.
Ø Readers don't know why they have
been asked to read the text.
Ø The text is illegibility.
2.4 What
are the different ways of reading?
a. Skimming
Skimming
is reading rapidly for the main points. It is used for getting the gist
of something. The
technique you use when you're going through a newspaper or magazine: you read
quickly to get the main points, and skip over the detail. It's useful to skim:
Ø To preview a passage before you read
it in detail.
Ø To refresh your understand of a
passage after you've read it in detail.
Ø Use skimming when you're trying to
decide if a book in the library or bookshop is right for you.
b. Scanning
Scanning
is reading rapidly for a specific focus or points. The technique you use when you're
looking up a name in the phone book: you move your eye quickly over the page to
find particular words or phrases that are relevant to the task you're doing.
It's useful to scan parts of texts to see if they're going to be useful to you:
Ø The introduction or preface of a
book.
Ø The first or last paragraphs of
chapters.
Ø The concluding chapter of a book.
c. Intensive
Reading
Intensive reading is
reading a short text for detailed information.
d. Extensive
Reading
Extensive reading is
reading a longer text, often for pleasure with emphasis on overall meaning.
2.5 Reading
Exercises
a. Fill
the gap.
b. Find topic sentences.
c. Irrelevant
sentences.
d. Speed
reading.
e. Picture
and sentences matching.
f. True/false
reading.
g. Rearrangement
items.
h. Cloze
procedure.
2.6 Techniques
in Teaching Reading.
a.
Word Analysis
Word analysis, or phonics, involves teaching the alphabetic
principle: learning that the graphic letter symbols in our alphabet correspond
to speech sounds, and that these symbols and sounds can be blended together to
form real words. Beginning readers should be encouraged to decode unfamiliar
words as opposed to reading them by sight, because it requires attention to
every letter in sequence from left to right. This helps to fix the letter
patterns in the word in a reader's memory. Eventually, these patterns are
recognized instantaneously and words appear to be recognized holistically
(Ehri, 1992; Adams, 1990).
b.
Oral Reading
Oral
reading is a technique for improving word identification skills in context. It
is an instructional strategy that can help students improve a variety of
reading skills, including fluency.
c.
Silent Reading
Sustained silent reading (SSR) is a
form of school-based recreational reading, or free voluntary reading, where students
read silently in a designated time period every day in school. An underlying
assumption of SSR is that students learn to read by reading constantly.
Successful models of SSR typically allow students to select their own books and
require neither testing for comprehension nor book reports. Schools have
implemented SSR under a variety of names, such as "Drop Everything and
Read (DEAR)" or "Free Uninterrupted Reading (FUR)".
d.
Reading Comprehension
Reading
comprehension can simply be defined as understanding what you are reading.
Essentially reading comprehension works by series of cognitive processes.
e.
Communicative approach
The
communicative approach to language teaching has given a different understanding
of the role of reading in the language classroom and the types of texts that
can be used in instruction. When the goal of instruction is communicative
competence, everyday materials such as train schedules, newspaper articles, and
travel and tourism Web sites become appropriate classroom materials, because
reading them is one way communicative competence is developed. Instruction in
reading and reading practice thus become essential parts of language teaching
at every level.
CAHPTER
III
CONCLUSION
3.1 Conclusion
Reading is one of the most beneficial
and feasible activity that human can do. It is through reading that a person is
going to be able to discover new ideas, concepts, places and people. Reading is a complex cognitive process of
decoding symbols in
order to construct or derive meaning through the dynamic interaction among: (1) the reader's
existing knowledge; (2) the information suggested by the text being read; and
(3) the context of the reading situation. We do reading to open the world.
REFERENCES
Heaton,
J. B.1975. Writing English Language Tests. London: Longman Handbooks for
Language Teachers.
Thank you for the detailed explanation. These little things help people to recognize the possibilities through the Speed Reading Seminars. These seminars are very effective and one can see an instant improvement.
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