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Strategies for Developing Reading Skills
Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language
they are learning. Instead, they seem to think reading means starting at the beginning
and going word by word, stopping to look up every unknown vocabulary item,
until they reach the end. When they do this, students are relying exclusively on
their linguistic knowledge, a bottom-up strategy.
One of the most important functions of the language instructor, then, is to help students
move past this idea and use top-down strategies as they do in their native language.
Effective language instructors show students how they can adjust their reading behavior
to deal with a variety of situations, types of input, and reading purposes. They help students develop a set of reading strategies and match appropriate strategies to each reading situation.
Strategies that can help students read more quickly and effectively include
Previewing: reviewing titles, section headings, and photo captions to get a sense
of the structure and content of a reading selection
Predicting: using knowledge of the subject matter to make predictions about content
and vocabulary and check comprehension; using knowledge of the text type and purpose
to make predictions about discourse structure; using knowledge about the author
to make predictions about writing style, vocabulary, and content
Skimming and scanning: using a quick survey of the text to get the main idea,
identify text structure, confirm or question predictions
Guessing from context: using prior knowledge of the subject and the ideas in the text
as clues to the meanings of unknown words, instead of stopping to look them up
Paraphrasing: stopping at the end of a section to check comprehension
by restating the information and ideas in the text
Instructors can help students learn when and how to use reading strategies in several ways.
By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work
and how much they can know about a text before they begin to read word by word.
By allowing time in class for group and individual previewing and predicting activities
as preparation for in-class or out-of-class reading.
Allocating class time to these activities indicates their importance and value.
By using cloze (fill in the blank) exercises to review vocabulary items.
This helps students learn to guess meaning from context.
By encouraging students to talk about what strategies they think will help them approach
a reading assignment, and then talking after reading about what strategies they actually used.
This helps students develop flexibility in their choice of strategies.
When language learners use reading strategies, they find that they can control
the reading experience, and they gain confidence in their ability to read the language.
Reading to Learn
Reading is an essential part of language instruction at every level
because it supports learning in multiple ways.
Reading to learn the language: Reading material is language input. By giving students a variety
of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in which the elements
of the language work together to convey meaning.
Reading for content information: Students' purpose for reading in their native language
is often to obtain information about a subject they are studying, and this purpose
can be useful in the language learning classroom as well.
Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose for reading.
Reading for cultural knowledge and awareness: Reading everyday materials that are designed
for native speakers can give students insight into the lifestyles and worldviews of the people
whose language they are studying. When students have access to newspapers, magazines,
and Web sites, they are exposed to culture in all its variety, and monolithic cultural stereotypes begin to break down.
When reading to learn, students need to follow four basic steps:
Figure out the purpose for reading. Activate background knowledge of the topic
in order to predict or anticipate content and identify appropriate reading strategies.
Attend to the parts of the text that are relevant to the identified purpose and ignore the rest.
This selectivity enables students to focus on specific items in the input and reduces the amount
of information they have to hold in short-term memory.
Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top-down
and bottom-up skills simultaneously to construct meaning.
Check comprehension while reading and when the reading task is completed.
Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies.
Introduction to Turbo Charged Reading YouTube
A practical overview of Turbo Charged Reading YouTube
How to choose a book. A Turbo Charged Reading YouTube
Emotions when Turbo Charged Reading YouTube
Advanced Reading Skills Perhaps you’d like to join my FaceBook group ?
Perhaps you’d like to check out my sister blogs:
www.innermindworking.blogspot.com gives many ways for you to work with the stresses of life
www.ourinnerminds.blogspot.com which takes advantage of the experience and expertise of others.
www.happyartaccidents.blogspot.com just for fun.
To quote the Dr Seuss himself, “The more that you read, the more things you will know.
The more that you learn; the more places you'll go.”