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Salam and Selamat Sejatera

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Final Micro-Teaching Session

Salam

The first pair did a very good job. Natural teachers. Nevertheless, I think both skimming and scanning could have been explained and demonstrated.

The second pair taught a skill useful in grammar and writing. Though punctuation is prescribed by the KBSM specification, it falls under 'Presenting information to different audience' not under 'Processing text'. They are two different things. Thus, it was not a reading lesson. Common sense could have told you that. The only reading part of the lesson is the reading aloud of the letters.

The third pair did an excellent job in explaining the skills and in selecting materials, intructional aids and activities. Bravo.

The fourth pair did a good job. Good to include games in your lesson, but in the real classroom you can't conduct games all the time. Interesting choice of topic. Voice projection could be improved. Skimming is suitable for longer passages, thus, applying the tips given on how to skim for main ideas from paragraphs is somehow not right. When using paragraphs you should teach how to locate or infer the main idea, not skimming for main idea.

The 5th micro-teaching sounded a bit scripted. Should have demonstrated how to locate main idea.

The passage for the last presentation was not suitable for form 1 students.

Micro-Teaching

Salam

Bravo to the two pairs who micro-taught on Wednesday. Efforts to explain the skill well were apparent. Most of the instructional aids were effective. The second pair's explanation and activity I believe were impactful.

Micro-Teaching

Salam

The 3rd micro-teaching session was better than the first two. Not much time was wasted on reading aloud. Actual teachings of the skills were carried out and the best was on distinguishing between a fact and an opinion. Bravo to all.

Nevertheless, Wh-question is not a reading skill. It is suitable to be taught in a grammar or a writing class.

MICRO-TEACHING SCHEDULE - U5D

As requested:

13 Oct

Nur Zakiah & Mohd Ateff
Liyana & Hafizah
Nurul Haziqah & Fuzirah Hanim
Nursyuhada & Siti Ainul
Hafizuddin & Siti Nor Aisyah
Mafarhanatul Akmal & Napisah

20 Oct - Has been changed to the 22nd of October at M314 (will confirm later)

Nur Syafarina & Ahmad Irwan
Najwa Hanani & Nur Hani Laily
Adleen & Anis Shazwani
Huzaifah & Hartini

22 Oct

Nurul Hazianti
Nurul Aainaa

2nd Microteaching Session

Salam

The second microteaching session was better than the first. Skills were taught, nevertheless the the explanation could be improved. You have to really be prepared to teach the skills. There was still the reading aloud activity which I thought could be better used for more teaching,explanation and examples of the skills.

For the others who act as students please next time do provide the wrong answers. This would give your friends the opportunity to explain.

Micro Teaching

Salam everyone

My observation of the first microteaching session is that there wasn't much teaching going on. It was a more like 'giving the correct answer' session. Handouts were distributed and the correct answers were given without any explanation.

If your lesson plan states that detecting the main idea is one of the objectives, please do teach how to detect main ideas. The instructional aids are supposed to facilitate the learning of this skill or strategy. In fact some of you did not even teach anything making it hard for me to give any marks on some of the evaluation criteria posted in a previous entry. Please minimize or perhaps eliminate totally the reading aloud activity in your microteaching. One group did this activity twice. You can carry out such activity when you start teaching in schools.

For the subsequent sessions please assume that your students are not familiar with the skills or strategies you plan to teach.

Good Luck

Micro-Teaching

Salam and Selamat Sejahtera

Your microteaching will be evaluated based on this criteria:

Planning (20%):

• Statement of objectives
• Appropriateness of objectives
• Selection of teaching content
• Organization of lesson plan

Implementation (55%):

• Introduction of lesson/set induction
• Presentation
• Pace of lesson
• Command of subject matter
• Teaching method and strategy
• Use of teaching aids
• Speech and language
• Class interaction /learning environment
• Class management
• Questioning techniques
• Method of evaluation

Closure (15%):

• Conclusion of lesson
• Achievement of objective
• Reflection

Teacher Characteristic (10%):

• Teacher personality
• Teacher attitude

Please make sure that you are teaching reading skills and strategies only and not integrated skills.

Please submit the lesson plan and the teaching materials to me before you begin your lesson.

Please end the lesson with the closure once I signal that time is up.

Please support and cooperate with your friends while they are teaching.

GOOD LUCK

Selamat Hari Raya

Reading Material

Lecture 8 Reading Materials

View SlideShare presentation or Upload your own.

KBSM - Reading Curriculum

Lecture 7 Reading Syllabus

View SlideShare presentation or Upload your own.

Ramadhan

Salam and Selamat Sejahtera Students.

Just a reminder that during the month of Ramadhan and coincidentally the whole month of September, our class on Monday will instead be held on Monday and Tuesday, 1 - 2 pm, same venue, TEC4.

HAVE A BLESSFUL RAMADHAN

Hudson's, Chapter 3

Salam and Selamat Sejahtera Students,

Please read Hudson, Chapter 3, Second and foreign language reading issues, for Tuesday's class.

Thank you

Second Language Reading Issus

View SlideShare presentation or Upload your own.

MICRO-TEACHING SCHEDULE - U5D

Monday, October 6, 2008, 6 - 8.pm


1.Nur Hani Laily
2.Mohd Ateff
3.Muhammad Azwan
4.Huzaifah hamid
5.Siti Nor Aisyah
6.Napisah Abd Wahab
7.Nur Khairiah
8.Norhaslinda Mohd

Wednesday October 8, 10.30 - 11.30 am

1.Nurul Haziqah
2.Adleen Najihah
3.Amar Syahrul

Monday, October 13, 6 - 8 pm.

1.Najwa Hanani
2.Anis Shazwani
3.Hazwan Hamdan
4.Mohd Sukrillah
5.Mafarhanatul Akmal
6.Nur Syarafina
7.Nursyuhada Zakaria
8.Ahmad Irwan


Wednesday, October 15, 10.30 - 11.30 am
1.Noor Hanna
2.Nururl Hazianti
3.Nur Aimi Jamshah


Monday, October 20, 6 - 8pm.
1.Fuzirah Hanim
2.Siti Ainul Ayzan
3.Nur Zakiah
4.Liyana Ahmad Afip
5.Hartini Ibrahim
6.Muhammad Asyraf
7.Ahmad Hafizuddin
8.Hafizah Shazwani


Wednesday, October 22, 10.30 - 11.30 am
1.Nurul Aainaa
2.Anur NAimi
3. Saidatul Izdihar

Reading Strategies

Strategies And Metacognitive Skills 2

View SlideShare presentation or Upload your own. (tags: strategies and)

Reading Skills Lecture

For the benefit of those who would like to copy the notes for this lecture I have posted them as an entry. Here:

READING SKILLS : Definition


Describe roughly as a cognitive ability which a person is able to use when interacting with written texts.
Seen as a part of the generalized reading process
Reading skills have been used to structure reading syllabi and for test construction.

SEPARIBILITY OF SKILLS

In general reading skills are presented in categories or taxonomies:
Word attack skills
Comprehension skills
Fluency skills
Critical reading skills


Word attack skills (aka decoding skills)
Skills necessary to convert orthographic symbols into language
Requires readers to recognize that the script represents units of language, e.g. phonemes, syllable and words
Sub-skills include, recognizing syllable pattern, converting strings to sound, recognizing word boundaries

Comprehension skills
Represent the ability use context and knowledge to derive meaning from text
Examples:
Grammatical skills, knowledge of syntax, mechanics,
Using context to gain meaning, using schemata as aids
Using metacognitive knowledge
Recognizing text structure
Predicting what will come next in text

Fluency skills
Skills that allow a reader to see larger sentences and phrases as wholes
–A process that aids in reading more quickly
◦Examples:
–Sight word recognition and recognizing high-frequency letter cluster
–Rapid reading
–Possessing extensive vocabulary


COMPREHENSION SKILLS

}Reading skills have been a major area of reading research over recent years (Urquhart & Weir, 1998)
}As such there is a great variety of the specific skills identified by various teachers and researchers
}Rosenshine (1980) examined the comprehension skills identified by five authoritative educational sources

}The examination revealed 3 general types of skills associated with comprehension
◦Locating details
–Simplest skills – recognition, paraphrase, matching
◦Simple inferential skills
–Understanding words in context, recognizing sequence of events, recognizing cause-effect relationship
◦Complex inferential skills
–Recognizing main idea, drawing conclusions, predicting outcomes
}Rosenshine discovered 7 sub-skills across the 3 general reading skills
◦Recognizing sequence
◦Recognizing words in context
◦Identifying the main ideas
◦Decoding detail
◦Drawing inferences
◦Recognizing cause and effect
◦Comparing and contrast
}Analysis of all college reading textbooks for L2 learners will show the inclusion of all the above skills.

HIERARCHY OF SKILLS


}Reading skills fall into a continuum of hierarchies
}In many models of skill, focus of attention may change from lower-level skills to higher level skills as reading ability is acquired
}The lower level skills involving visual perception and phonic analysis become automatic with practice and require less conscious monitoring
}Many educators and researchers have identified reading skills at different levels of details
}Clymer (1968) presented a taxonomy, developed by Barret (N.D), which is divided into 5 ordered skill levels:
a)Literal comprehension
b)Reorganization
c)Inferential comprehension
d)Evaluation
e)Appreciation

SUMMARY

}Generally, L1 and L2 literature argue against the existence of strictly hierarchically ordered reading skills
}There are broad categories of skills which are mediated by text, purpose and content
}These skills helped in curriculum development and scope and sequence charts associated with textbooks and series
}Nevertheless, these skills are not unitary in their structure
}Thus, it is the teaching of multiple skills would be appropriate

QUIZ 1

Salam and Selamat Sejahtera Students

Quiz 1 will be on Monday, 11th August 2008, 6 - 8 pm.

Topics covered will be from Week 1 until Reading Skills.

Please also check out activities on teaching vocabulary/word attack skills in reading skills books in the library or from the Internet.

Format : Several short answer questions mainly asking you to define, explain and apply.

GOOD LUCK

Lecture Slide - Reading Skills

Reading Skills 2

view presentation

Word Attack Skills

view presentation

Word Attack

Activities to teach suffixes / prefixes (Continuation from slide)

Supply an incomplete table of forms consisting of basewords with various affixes
- Task : Complete the table by filling the gaps

Example:


educate education educable ineducable
_______ variation _______ ________
_______ _______ observable ________
define _______ _______ ________
_______ _______ _______ unpronounceable
_______ _______ recognizable ________


Supply sentences containing words of a particular form e.g. verbs
- Task rewrite the sentences in a specified way entailing the use of a different form of the given word e.g. nouns instead of verbs.

Example:

1. The enemy attacked at dawn

The ______ was completely unexpected.

2. They bombarded the walls with cannons.

The _______ finally gave them the chance to scale the wall at one point.

3. The city was destroyed.

The _________ of the city caused the deaths of 15,000 inhabitants.

Exercise that can be carried out on MS Words

EXERCISE USING DELETE AND INSERTION

For exercises on verb-form/tenses, stem, prefixes and suffixes

Example:
Root word, Prefixes and suffixes

Instructions:

Type the root word port
Copy the root word into memory: double click on the root word to highlight it and press CTRL + C
Place the cursor under each definition Press CTRL + V
Add prefix or suffix to figure out the word

Definition:

1. to send out the country, legal

2. to bring from an external source

3. to send to other country

4. capable of being carried

5. a selection of student’s work

6. to carry from one place to another

7. a person stationed to assist e.g. at the train station

8. to bring back and tell again

Slide for Lecture 3

Lecture 3 Models Of Reading 2 (2)

view presentation

Lecture prepared by Dr. Faizah Majid

Class Cancellation

Dear Students

Our class on Wednesday, 30th of July, 2008, from 10-30 - 11.20 am has to be cancelled since I have been asked to represent the Dean to attend a lecture at Dewan Sri Budiman, main campus.

Sorry for the inconvenience caused.

Salam

MODELS OF READING: INTERACTIVE-CONSTRUCTIVE & NEW LITERACY APPROACHES

INTERACTION IN THE READING PROCESS

• Basically a combination of bottom-up and top-down models of reading


• So models of Interactive approach can either focus either on the reading process (cognitive processes) or the product of reader’s interaction with the info & prior knowledge
  

Important features

A) Automaticity (application of lower level skills). In other words application of lower level reading skills is done automatically
B) Interaction between text & background knowledge
▫Interaction of the writer’s intentions and the reader’s interpretations
▫For example : What are the two meanings of the following sentence:

Flying planes can be dangerous

This shows that the writer’s intention and the reader’s background knowledge sometimes do not match

C) The role of social, contextual & political variables affecting meaning making

Problems with BU and TD

Drawbacks of Bottom-Up

• The idea of linear processing
• Underestimated the contribution of the reader
• Failed to recognize that students utilize their expectations about the text based on their knowledge of language and how it works
• Failure to include previous experience and knowledge into processing

Drawback of Top-Down

• When reading topics which are completely new and foreign, it is inefficient, impractical and perhaps impossible to make predictions about the reading
• E.g. Imagine an ‘orang asli’ boy who has never left the village reading about MP
• Or a boy from Hmong tribe in Vietnam reading about Halloween

INTERACTIVE READING MODEL

• An interactive reading model attempts to combine the valid insights of bottom-up and top-down models.
• It attempts to take into account the strong points of the bottom-up and top-down models, and tries to avoid the criticisms levelled against each, making it one of the most promising approaches to the theory of reading today. (McCormick, T. 1988)
• To reiterate, an interactive reading model is a reading model that recognizes the interaction of bottom-up and top-down processes simultaneously throughout the reading process.
• Emphasize the role of prior knowledge or pre-existing knowledge in providing the reader with non-visual or implicit information in the text.
• Also, add the fact that the role of certain kind of information-processing skills is also important.
• Interactive approaches see the advent of the incorporation of bottom-up and top-down approaches to reading (Eskey, 1988; Samuels and Kamil, 1988).
• Both modes of information processing, top-down and bottom-up alike, are seen as strategies that are flexibly used in the accomplishment of the reading tasks (Carrell and Eisterhold, 1983; Carrell, 1988; Clarke, 1979; Eskey, 1988; Grabe, 1988).
• Hence,the interactive approaches rely on both the graphic and contextual information

RUMELHART MODEL

• Successful reading is both a perceptual and a cognitive process
• Stresses the influence of various sources namely feature extraction, orthographic knowledge, lexical knowledge, syntactic knowledge and semantic knowledge on the text processing and the reader’s interpretation.
• Incorporates a mechanism labeled as the ‘message centre’, which holds the information and then redirects them as needed.
• This mechanism allows the sources of knowledge to interact with each other and thereby enable higher-level processing to influence lower-level processing.

In his model:

• Graphic information enters the process through a Visual Information Store (VIS)
• A cognitive Feature Extraction Device selects the important features of the graphic input
• A Pattern Synthesizer takes this information along with syntactic, semantic, orthographic, lexical and pragmatic knowledge (context) in order to produce the most probable interpretation for the graphic input.
• The reading process is the result of the parallel application of sensory and non-sensory sources of information

STANOVICH MODEL

• Stanovich introduced the interactive-compensatory reading model
• Neither BU or TD address all areas of reading comprehension
• But the interactive-compensatory taps into the strengths of both BU and TD
• Says that readers rely on both BU and TD processes simultaneously and alternatively depending on the reading purpose, motivation, schema and knowledge of the subject
• Incorporates the ‘compensatory mode’ to his model with the interaction between the top-down and bottom-up processing.
• The compensatory mode enables the reader to, “at any level compensate for his or her deficiencies at any other level” (Samuels and Kamil, 1988: 32).
• This model has enabled researchers to theorize how good and poor readers approach a text.
• If there is a deficiency at an early print-analysis stage (BU), higher order knowledge structures (TD) will attempt to compensate.
• For the poor reader, who may be both inaccurate and slow at word recognition but who has knowledge of the text-topic, TD processing may allow for this compensation
• E.g. A beginning reader who is weak at decoding reads this and do not know the word emerald.
• The jeweler put the green emerald in the ring
• He will still understand the meaning of the sentence because he may use context and knowledge of gems to decide what the word i
• States that if one of the processors (i.e, orthographic, lexical, syntactic and semantic) fails, other processors will facilitate comprehension
• For example in a cloze vocabulary exercises:
• Beagles, Retriever, Spaniels, as well as other ____ of dogs are favorite canines for hunting enthusiast.
• The lexical information is absent, but students would guess the word breeds or types, since syntactic and semantic cues compensate for the absent processors

ANDERSON & PEARSON SCHEMA-THEORETIC VIEW

• Focus on the role of schemata, knowledge stored in memory, in text comprehension
• Comprehension = interaction between old & new information
• Schema Theory: Already known general ideas subsume & anchor new information
• Include: a) info about the relationships among the components, b) role of inference & c) reliance on knowledge of the content, + abstract & general schemata.

Schemata:
Knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become part of the knowledge store
Schema:
An abstract knowledge structure
A structure that represents the relationship among its component parts

Read this:

Queen Elizabeth participated in a long-delayed ceremony in Clydebank. Scotland yesterday. While there is still bitterness here following the protracted strike, on this occasion a crowd of shipyard workers numbering in the hundreds joined dignitaries in cheering as the HMS Pinafore slipped into the water.

What is the name of the ceremony?

PEARSON & TIERNEY R/W MODEL

• Negotiation of meaning between writer & reader who both create meaning through the text as the medium.
• Readers as composers:
  “ the thoughtful reader …is the reader who reads as if she were a writer composing a text yet for another reader who lives within her”.
• Reader reads with the expectation that the writer has provided sufficient clues about the meaning
• Writer writes with the intention the reader will create meaning
• Consider: pragmatic theories of language that every speech acts, utterance, or attempt at comprehending an utterance is an actionReading is an act of composing rather than recitation or regurgitation
• Context is important
• Knowing why something was said is as crucial to interpreting the message as knowing what was said
• Failing to recognize author’s goal can interfere with comprehension of the main idea or point of view
• Focus on the thoughtful reader with 4 interactive roles:
  Planner – creates goal, use existing knowledge, decides how to align with the text
  Composer – searches for coherence in gaps with inferences about the relationship within the text
  Editor – examines his interpretations
  Monitor – directs the other 3 roles

MATHEWSON’S MODEL OF ATTITUDE INFLUENCE

• A model that addresses the role that attitude and motivation play in reading
• Attitude intention to read reading
• Attitude = tri-componential construct: Cognitive component (evaluation), affective component (feeling) , & conative component (action readiness)
• * Conative = personality, volition, temperament
• All these influence the intention to read, & the intention to read affects reading behaviour.
• This model provides feedback on how motivation may change & how important it is to address affective issues in teaching reading.
• Attitude toward reading may be modified by a change in reader’s goal
• Examples:
  –Topic of no interest
  –Examination on comprehension
• Feedback during reading may affect attitude and motivation:
• Satisfaction with affect developed through reading
• Satisfaction with ideas developed through reading
• Feelings generated by ideas from the reading process
• Ideas constructed from in the information read
• How the reading affects values, goals and self-concept

Lecture 2 - Continued

BOTTOM-UP MODEL OF READING

Gough (1972):
◦Reading as a process that starts with the printed material itself
◦Reading is seen as a linear process
◦From left to right
◦The process is rapid

• Starts with basic skills such as decoding the letters,
• And the combination of the letters to form words.
• It then proceeds with a more complex processing which runs through a series of clauses to phrases to sentences to paragraphs and finally, to the text as a whole
• It starts with the letters being recognized first feature-by-feature by a visual system,
• And then transferred to a sound (phonemic) system for recognition and held until the next letter is processed in the same way.
• Consequently, when words are recognized, they are held in working memory until they are processed for underlying meaning and finally understood as sentences and text as a whole (Purcell-Gates, 1997: 2).

TOP-DOWN MODEL OF READING

• Starts with the reader making predictions about the text.
• His or her predictions are guided by his or her prior knowledge.
• Rather than decoding each symbol, or even every word, the reader forms hypotheses about the text and then ‘samples’ them to determine whether or not the hypotheses they made are correct.
• If the hypotheses are incorrect, the reader re-hypothesize and so the same process continues.

How did Goodman arrive at this model?

He used reader miscue analysis:
◦A method that looks at types of errors readers make while reading aloud
◦Research shows that reading errors related to syntactic and semantic contexts of a lexical item
◦E.g. a reader might read hoped for opened, a for the, he for I.
◦This is taken to mean that guessing and sampling are taking place as text is transformed into meaning.


Smith (1971,1994): it would simply take too much time for a reader to process all visual clues
Knowledge of the linguistic form and knowledge of the world is close and that it has direct implications on the reading process

Notes prepared by Dr. Faizah Majid

Exercise:

Read the title of an article from Reader's Digest

Are Your Normal or Nuts?

Think of the hypotheses that you may have formed, your conceptions and perceptions about the content of the article. Now read the article here and check whether your hypotheses, conceptions or expectations are confirmed.

Lecture 2 - Models of Reading

RESEARCH ON READING

• Cognitive psychologists: late 1870s - James Cattell & Wilhelm Wundt
  Reading as a means to study perceptual processes (eye movement, word recognition, etc)
  (1880s – 1910s)


• 1908 : research moved from cognitive processing to behaviorist explanatory theories
  But, did not contribute much to body of knowledge


• Then taking after Skinnerian psychology, research focused on the reading process

READING PROCESS – PSYCHOLINGUISTIC’S POINT OF VIEW

• Smith (1971) described reading as the “reduction of uncertainty”


• That is, as we progress through a text, our choices of what to select are constrained, often heavily both by features within the text itself and those external to it.

Smith (1971) has categorized this act of ‘reduction of uncertainty’ under 4 headings:

1. graphic information

2. phonetic information

3. syntactic information

4. semantic information

Frank Smith’s famous example:

“The captain ordered the mate to drop the an___”

◦Graphic information – knowledge of English spelling tells us limited possibilities
◦Phonetic information – tells us the limited possibilities of sound, thus, reducing the uncertainty
◦Syntactic information – only adjective and NP phrase can follow ‘the’
◦Semantic information – our knowledge and the context limits us on the things that can be dropped. e.g. antelope

Thus, the uncertainty is reduced to the word ‘anchor’

Goodman (1967) – looked at reading as “a psycholinguistic guessing game”

Readers make use of 3 cue system represented by 3 levels of language within the text:

1. graphophonic (visual & phonetic features)

2. syntactic (possible kind of word order)

3. semantic (meaning of words)

Goodman, K. (1967) Reading: A psycholinguistic guessing game.

When reading:

• 1st readers make use of their knowledge in visual and phonetic features of English


• 2nd they draw knowledge of syntactic constraints (possible word order)


• 3rd they are aware of the semantic constraints related to the meaning of the words and their collocation

READING PROCESS – SOCIOLINGUISTIC’S POINT OF VIEW

‘Sociolinguistic factors’ – the way written language use is affected by factors both in the immediate communicative situation between reader and writer and in the wider institutional and sociocultural context.

Kress (1985:44) - “ Although from the individual’s point of view, his or her reading is ‘just a personal opinion, that personal opinion is socially constructed”Thus, in taking a process view of reading, it is important to see it as involving not just psychological processes, but also social factor related to our membership of interpretative communities.

In others, our interpretation of a text is shared with those of similar social class, or ethnic group, religious belief or political belief.

READING PROCESS – INTERTEXTUALITY’S POINT OF VIEW

The production and reception of a given text depends on the writer’s and reader’s knowledge of other texts.It may also be helpful to know how a particular text relates to other texts by the same author and other contemporary genres.

It may also be helpful to know how a particular text relates to other texts by the same author and other contemporary genres.

All texts contain traces of other texts frequently cannot be readily interpreted – or at least fully appreciated – without reference to other texts. e.g. Academic reading materials

IN SHORT, READING PROCESS IS

Interactive in several ways:

1. Interaction between the levels of language within the text

2. Interaction between reader and writer

3. Intertextuality

Notes prepared y Dr. Faizah Majid

Announcement

Dear Students,

Please take note that during the month of Ramadhan (Sept 1 - 30, 2008) our class on Mondays (6.10 - 7.50 pm) will instead be held on Mondays 1 - 2 pm and Tuesdays 1 -2 pm at TEC 4. We will revert back to the old time after the Eid.

Thank You.

Lecture 1 - Reading and the Reader

WHAT READING MEANS

Reading is very much related to language. How ?
a) We use it for a purpose (for both language and
reading)
b) It makes sense in a context (for both language and
reading)

Language is the most important resource for any readers.
We read for different purposes:

—A man at the airport looking the departure time screen
—A student in a library gazes intently at a textbook, occasionally making notes

Purposes are linked to physical setting
(i.e. we cannot identify the purpose for the activity without some knowledge of the setting)


DEFINITION OF READING
In defining reading, apart from looking at the purpose and the physical setting of reading, we have to take into consideration who is speaking and to whom and in what set of circumstances.

Consider what the question ‘Can you read this?’ would mean in each situation:
a) An adult is having a sight test at an optician’s and is asked to read a list of words.
— ‘Are you able to identify the words on the cards?’
b)A child is shown a flash card with the word ‘apple’ on it by the teacher.
—Can you decode the text? – Read aloud without meaning
c)An Islamic religious leader asks a congregation of boys to read aloud the Koran.
—Can you recite the verses correctly?
d)The owner of a new computer asks an experienced friend about instructions in the manual.

Can you interpret the manual?

Reading in general is defined as interpreting, meaning - reacting to a written text as piece of communication; in other words, we assume some communicative intent on the writer’s part which the reader has some purpose in attempting to understand.

WHAT BEING A READER MEANS

Experienced readers make judgments during activity about the degree of care and attention which the material warrants.

Effective reading means a flexible and appropriate response to the material in hand, and this is always guided by the reader’s purpose. (Readers have options e.g. option to give up reading)

Which of the following you carefully scrutinize, cursory read, discard?

—Agreement / contract
—Ingredients of a food product
—Road signs
—SMS
—Exam instructions
—Letter asking for donation
—Sport news
—Political news

News on celebrities

How we response to a reading material and the results of our reading activity will depend on:

—Time
—Attention
—Energy
—Purpose

READING PURPOSE

There are some reasons for reading :

1) Reading for survival
2) Reading for learning
3) Reading for pleasure
—

Survival
—Life and Death : e.g. A STOP sign
—Ladies or Gents
—Exit , Emergency Exit

Serves immediate needs and wishes

Learning

Extending our knowledge
Goal oriented

Does not necessarily take place in academic institutions only

Pleasure
—

Done for its own sake
We do not need to do it if we do not want to
Literature – meant to be for pleasure reading. Nevertheless, it is required reading for examination
Educational practices neglect the pleasure principal

Important product of reading for pleasure is FLUENCY (speed and ease of reading)
If readers do not read for pleasure in L1, very unlikely to do so in L2 or FL

A Vicious Cycle

If we do not have fluency in reading we will not be motivated to read. Not being motivated does NOT help to build fluency.

Source: Wallace, C. (2003)

Notes prepared by Leele & Hanim, adapted by Izaham

Weekly Schedule

Week 1: Introduction

Week 2: Types of Reading (Wallace, Chap1)
Week 3: Models of Reading: Bottom-up & Top Down (Hudson, Chap 2)
Week 4: Models of Reading: Interactive-constructive & New Literacy Approaches (Hudson, Chap. 2)
Week 5: Reading skills (Hudson, Chap. 4)

Week 6 (Aug 11 – 15)Reading Strategies (Hudson, Chap 5); QUIZ 1 (Hudson, Chaps. 2 – 5)
Week 7 (Aug 18 – 22): Mid-Semester Break
Week 8 Second Language reading issues (Hudson, Chap. 3)
Week 9 (Sep 1 -3) Reading syllabus in Malaysian Secondary schools (Secondary English Curriculum); ASSIGNMENT 1 – Issues on second language reading classes

Week 10 Reading Materials (Chitravelu)
Week 11 Reading Activities (Chitravelu); QUIZ 2 (Chaps. 6 – 10)
Week 12 Reading assessments: Barret’s Taxanomy & samples of assessments
Week 13 (Sep 29 – Oct 3) - Special Break (Eid)
Week 14 (Oct 6 – 10)Microteaching; ASSIGNMENT 2 – Reading Test Evaluation

Week 15 (Oct 13 – 17) Microteaching
Week 16 (Oct 20 – 24) Microteaching
Week 17 Study Leave

Course Syllabus

Course Description

This subject introduces you to the techniques and principles of teaching Reading. The materials for this course will be divided into 4 major categories:

1. Reading - An introduction to the Reading Process
2. The Reader
3. The Reading Teacher - Methodology
4. Reading Assessment

Syllabus Content

1. The Nature of Reading

• Types of Reading


• Models of reading - bottom-up, Top-down, Interactive-Constructive & New Literacy Approaches


• Reading Skills


• Reading Strategies
  

2. Teaching Approaches and Materials

• Early reading - teaching and learning


• The learning context - roles and purposes of second language learners


• The role of text in the second language classroom


• Classroom reading procedures


• Texts and classroom procedures for critical reading

3. Exploring Reading

• Investigating reading in your own classroom
  

4. Reading Assessment

Assessment (100% on-going)

Quizzes 20%

Presentation 10%

Evaluate Reading Test 20%

Issues on L@ reading classrooms 20%

Microteaching 30%

References

Hudson, T. (2007) Teachinig Second Language Reading. Oxford Univ Press

Wallace, C (2003). Reading. Oxford Unive. Press

Chitravelu, Sithamparan, Teh Soo Choon (2005) ELT Methodology Principles and Practice (2nd Ed) Shah Alam : Fajar Bakti

INTRODUCTION

Welcome everyone to the TSL 591: Methodology of Teaching Reading, Faculty of Education, Universiti Teknologi MARA class blog. In this blog you will:

• find the course syllabus
• find lecture notes (which will be updated weekly)
• find instructions to your assignments and the due dates
• be able to discuss via the chat-box
• be able to ask questions (to me and your classmates) and make comments via the comment feature
• find links related to the course
• be able to read announcements

Thank You