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Teaching reading

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Lecture 2 Teaching reading * Dr.Hanaa El-Baz * * Dr.Hanaa El-Baz * What is reading? The identification of letters, words and sentences through visual ... – PowerPoint PPT presentation

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Title: Teaching reading


1
Lecture 2
  • Teaching reading

2
What is reading?
  • The identification of letters, words and
    sentences through visual perception.
  • We read what is on the page.
  • Reading is more than visual perception of the
    printed material.
  • Two readers are reading the same material and
    they get two different meanings.
  • Reading is a two-way movement from the page to
    the readers mind and from the readers mind to
    the page.
  • Reading is not limited to visual perception. It
    means getting the message from a printed
    material.
  • Reading is a guessing game

3
Teaching Reading
  • Teaching reading is treated on three levels.
  • Letter reading
  • Word reading
  • Text reading

4
Teaching letter reading
  • When teaching letter reading the teacher deals
    with three things
  • The shape of the letter
  • The name of the letter
  • The sound of the letter

5
Teaching the sound of the letter
  • T. says the sound of the letter three times
  • T. holds a card of the letter or writes it on the
    board and says it again
  • Students repeat after the teacher in chorus, in
    groups and individually.
  • T. shows students a group of cards for different
    letters and students need to identify the
    presented letter.

6
Teaching the name of the letter
  • Teacher says the name of the letter three times
  • Teacher holds a card of the letter and says the
    name again
  • Students repeat the name of the letter after the
    teacher in chorus, in groups and individually.
  • Teacher shows students cards for different
    letters and says the name of the letter and
    students need to select the card with the
    presented letter.
  • Teacher gives students a card with the presented
    letter and asks students to say the name.

7
Teaching word reading Steps for teaching word
reading
  • Teacher holds a word card and says the word three
    times, moving his finger over the letters.
    Students listen to his model reading.
  • Teacher reads the word again and students read
    after the teacher in chorus, in groups and
    individually.
  • Teacher gives practice for word reading using any
    of the following activities
  • Look and say shirt
  • Look and do she is writing
  • Look and match word cards with picture
    cards
  • Find the stranger

8
Teaching text reading
  • For teaching text reading, there are four
    different techniques. Each technique has its
    advantages and disadvantages. Teacher is advised
    to use an eclectic approach. A combination of all
    the four, making the best of each.
  • 1- Model loud Reading by the teacher
  • Teacher reads the text aloud phrase by phrase and
    sentence by sentence at a normal speed. Students
    follow in their books. Teacher can use a tape
    produced by a native speaker.
  • Advantages
  • Accurate pronunciation model
  • Teacher controls the activity.

9
Teaching text reading cont.
  • Disadvantages
  • It focuses on pronunciation not on comprehension.
  • All students are required to go through the text
    with the same speed that is the teachers speed.
    There are rapid readers as well as slow readers.
  • 2- Silent reading by students
  • Students read silently and answer some
    pre-reading questions. They are asked to read
    again to answer some post-reading questions
  • Advantages
  • -The focus is on comprehension not on
    pronunciation

10
Teaching text reading cont.
  • Disadvantages
  • -In silent reading students are not provided with
    a pronunciation model
  • Students may waste their class time doing any
    thing else.
  • 3- Loud reading by students
  • Each student reads two or three sentences or a
    paragraph. Teacher corrects students errors and
    offers help when students stutter on a word.

11
Teaching text reading cont.
  • -Advantages
  • -Teacher identifies students errors and offers
    help
  • -Disadvantages
  • It focuses on pronunciation not on comprehension.
  • It teaches speaking rather than reading.
  • If teacher selects good students to read,
    inefficient readers will continue to be
    inefficient. On the other hand, if teacher
    selects weak students to read, they will
    demonstrate bad model to the class and will waste
    much time correcting errors.

.
12
Teaching text reading cont.
  • 4- Choral reading by students
  • Teacher reads the text aloud phrase by phrase or
    sentence by sentence till the end of the text
    while students read after her in chorus. Teacher
    sustains the rhythm and the speed by giving
    starting and finishing signals
  • -Advantages
  • - This technique helps shy students to
    participate in reading.
  • It gives a condensed practice in pronunciation.
  • It gives students the opportunity to train their
    organs of speech to produce the foreign language.
  • It saves a lot of class time that is spent in
    loud reading by individual students.
  • This techniques gives beginning readers self-
    confidence.

13
Teaching text reading cont.
  • -Disadvantages
  • -It causes a lot of noise
  • - students individual errors are not identified.
    Students may say anything but not the correct form

14
Procedures for teaching text reading
  • 1- In two or three sentences, teacher gives an
    introduction to the content of the reading text.
    Students books are closed.
  • 2- While students books are still closed,
    Teacher presents the new vocabulary and
    structures included in the reading text.
  • 3- Teacher writes two or three pre-reading
    questions on the board- wallchart- handouts.
    Sometimes the pre-reading questions are included
    in students books. The pre-reading questions
    should require understanding the general meaning
    of the text.

15
Procedures for teaching text reading cont.
  • 4-Students read the text using any of the
    previous techniques
  • 5-Students attempt the pre-reading questions
  • 6Teacher gives the post-reading questions. They
    are more detailed and specific.
  • 7- Teacher gives follow up activities. These
    activities can be either oral or written.

16
Extensive and intensive reading
  • To get maximum benefit from their reading,
    students need to be involved in both extensive
    and intensive reading
  • In extensive reading, the teacher encourages
    students to choose for themselves what they read
    and to do so for pleasure and general language
    improvement.
  • One of the important conditions of a successful
    extensive reading program is that students should
    be reading material which they can understand.
    Material should be readily accessible to our
    students READABLE TEXTS.
  • To set up an extensive reading program, we need
    to build up a library of suitable books

17
Extensive and intensive reading cont.
  • In intensive reading, the material is chosen and
    designed to develop specific skills.
  • There are different roles that teachers need to
    adopt when asking students to read intensively.
  • 1 - Organiser--------we need to tell students
    exactly what their reading purpose is.
  • 2 - Observer-------while students are reading
    we need to observe them
  • 3- Feedback organizer------ when students
    have completed the reading task, we need to give
    them feedback-------be supportive when giving the
    feedback.

  • The end

  • Dr Hanaa Elbaz
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