University of Puerto Rico at Humacao English Department Techniques and Activities for Reading in Techniques and Activities for Reading in the Classroom Techniques and Activities for Reading in Techniques and Activities for Reading in the Classroom the Classroom the Classroom Presentation by: Prof. Maritere Cardona f it d Friday, March 24, 2006
Readin Readin e d e d e d e d ing as a ing as a g g as a Pro as a Pro Process Process Pro e Pro e ss ss • A complex activity that requires flexible application of many strategies in four distinct phases: g p pre-reading, first reading, rereading, and post-reading. • A reader’s ability to construct meaning as he/she interacts with the text the text. Prepared by: Prof. Maritere Cardona 11/29/05
New and Old De New and Old De New and Old Definitions o New and Old Definitions o f f f f initions of the Readin initions of the Readin f f f f the Reading Process the Reading Process g g Process Process Traditional Views New Views Research Base Behaviorism Cognitive Sciences Goals of Reading Mastery of isolated Constructing meaning facts and skills and self-regulated learning Reading as a Process Mechanically An interaction among decoding words; the reader, the text, memorizing by rote and the context Learner Role Passive; vessel Active; strategic receiving knowledge reader, good strategy from external sources user, cognitive apprentice Prepared by: Prof. Maritere Cardona 11/29/05
Comprehension results Comprehension results from an from an interaction among the reader, interaction among the reader, the strategies the reader employs, the the strategies the reader employs, the material being read, and material being read, and the context in the context in which which the reading takes place the reading takes place Comprehension Strategies Strategies Reader Prepared by: Prof. Maritere Cardona 11/29/05
Theore Theoretical Theore Theoretical Theore Theore Theore Theore tical Pre tical Pre Pre Pre Pre Pre Premis Premis mises mises e e � Critical interpretation is an � Critical interpretation is an ongoing process of adjustment, revision, and self discovery self-discovery. � Meaning emerges in the interaction between text, reader, and culture. � Critical interpretations rely on reading intuitions and responses responses Prepared by: Prof. Maritere Cardona 11/29/05
What Research Sa What Research Says about the What Research Sa What Research Says about the y s about the s about the Reading Process Reading Process Reading Process Reading Process � Meaning is not in the words of the text, but constructed by the , y reader � The essence of learning is linking new information to prior knowledge about the topic, the g p , text structure or genre, and strategies for learning. Prepared by: Prof. Maritere Cardona 11/29/05
What Research Sa What Research Says about the What Research Says about the What Research Sa y s about the s about the Reading Process Reading Process Reading Process Reading Process � How well a reader constructs meaning depends in part on metacognition , the reader’s ability to think about and control the t thi k b t d t l th learning process � Reading and writing are integrally related; that is, readers increase th i their comprehension by writing, and h i b iti d reading about the topic improves writing performance Prepared by: Prof. Maritere Cardona 11/29/05
Exam Exam x x x x amples o amples o p e p p e p s of M s of M f f Metaco Metaco e e tacognitiv tacognitiv g g nitive Activiti nitive Activiti e e Activities Activities e e � Assessing what one already knows about a given topic before reading � Assessing the nature of the learning tasks � Planning specific reading/thinking strategies, determining what needs to be learned � Assessing what is comprehended during reading � Thinking about what is important and unimportant � Evaluating the effectiveness of the reading/ thinking strategy � Evaluating the effectiveness of the reading/ thinking strategy � Revising what is known � Revising the strategy � Revising the strategy Prepared by: Prof. Maritere Cardona 11/29/05
The The The R The The The The R The Readin Readin e d e d ing Pro ing Pro g Pro g Pro Pro e Process: Pro e Process: ss: Pre ss: Pre Pre-re Pre re Pre Pre Pre Pre re d readin re re d readin re ing ing g g Identify collective assumptions, genre conventions interests preconceptions conventions, interests, preconceptions, and cultural ideologies shared by texts and readers Activate and develop prior knowledge Activate and develop prior knowledge Structured previews Make predictions Present conceptual conflicts Present conceptual conflicts Use K-W-L charts Vocabulary development Anticipation guides Anticipation guides Pre-questioning Set a purpose for reading Prepared by: Prof. Maritere Cardona 11/29/05
Suggested Pre Suggested Pre Suggested Pre-reading Questions Suggested Pre Suggested Pre Suggested Pre Suggested Pre reading Questions Suggested Pre reading Questions reading Questions reading Questions reading Questions reading Questions reading Questions What assumptions do you have about the What assumptions do you have about the author of the text? Have you read any of his other works? Have you read any of his other works? Knowing when and where this selection was written, what are your expectations of , y p theme, character treatment, techniques? Do you have any expectations of genre y y p g from glancing at the text? What suggestions/expectations does this title convey? Prepared by: Prof. Maritere Cardona 11/29/05
Su Sugge Sugge Su gge gge ed gge gge ed ggest ggest sted sted ed Pre ed Pre ed Pre ed Pre Pre Pre Pre re Pre-re re re d readin re re d readin ing Questi ing Questi g Q e g Q e stions stions o o ns ns What are your dominant feelings What are your dominant feelings before reading this text? Are you looking forward to reading y g g a text by this particular author? Does the author, genre, type of literature appeal to you? What are your general expectations from the reading? expectations from the reading? Are you aware of your strengths and weaknesses in reading? and weaknesses in reading? Prepared by: Prof. Maritere Cardona 11/29/05
Th The R The R Th e e e e Readin Readin e e e e ading Proc ading Proc g g Process: Process: e e ss: First R ss: First R F F irst Readin irst Readin e e ading ading g g Often yields an incomplete, impressionistic interpretation that tends impressionistic interpretation that tends to settle “too soon, too quickly” Disrupt the linear progress of the first p p g reading through analytical questions Strong generic, textual, and cultural St i t t l d lt l expectations regulate our responses Meant to give critical awareness about Meant to give critical awareness about the various operations that we perform during reading, as we try to make sense of literary texts. Prepared by: Prof. Maritere Cardona 11/29/05
Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Details of plot or character that are emphasized, or that you have singled out as significant Narrative sequences, their role in foreshadowing, and building thematic coherence Words, clusters of images that stay in your memory, your immediate y y, y responses to these textual sequences Prepared by: Prof. Maritere Cardona 11/29/05
Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Associations connections fantasies Associations, connections, fantasies triggered by text’s situations; specific insights they offer about the text and reader “G “Gaps”, contradictions, unresolved ” questions in story’s plot, characterization, or overall structure What seems to carry forward the flow of reading, or, on the contrary, obstruct it. Narratorial voices their authority and Narratorial voices, their authority and trustworthiness Prepared by: Prof. Maritere Cardona 11/29/05
Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Early Response Notes: First Reading Expectations upon opening this text and how these are fulfilled/thwarted by the text Your overall reactions to the story, aspects you found challenging or hard to accept y g g p Prepared by: Prof. Maritere Cardona 11/29/05
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