1st reading strategies class ii 2010

A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A METACOGNITIVE PERSPECTIVE

ARGEMIRO AMAYA BUELVASEspecialista en ELT

C. Magister in Education

A MODELING OF READING STRATEGIES INTO THE READING PROCESS FROM A

METACOGNITIVE PERSPECTIVE

DEFINING CONCEPTS

1. What reading is.

2. Why we read.

3. Skills Vs Strategy

4. Metacognition

– Metacognitive Process

_ The Importance and dimensions of Metacognitive ability

5. Reference Guide to Reading Strategies



Reading is...“the action or skill of reading” (Concise Oxford English Dictionary, 2008, p.1196).

“the skill or activity of getting information from books” (Cambridge International Dictionary of English, 1995, pp. 1178-1179).

“reading” is the construction of meaning from print

(Torgensen, Wagner &Rashotte, 1999).

Reading is...

“the ability to comprehend the thought and feelings of others through the medium of written text” (The Encyclopedia of Language and Linguistics, 1994).

Gibson and Levin (1975) assume that “reading is extracting information from text”.

“Understanding a written text means extracting the required information from it as efficiently as possible” Grellet (1981)



we read for...“There are two main reasons for reading:

-Reading for pleasure.-Reading for information (in order to find out something or in order to do something with the information you get)” Grellet (1981)



It has been found that effective readers are more aware of strategy use than less effective readers (Mokhtari & Reichard, 2002; Olson, Duffy, & Mack, 1984).

“Many students enter higher education underprepared for the reading demands that are

placed upon them. When pressed to read, they often select ineffective and

inefficient strategies with little strategic intent (cf. Saumell et al., 1999;Wade et al.,

1990;Wood et al., 1998). Often this is due to their low level of reading strategy

knowledge and lack of metacognitive control (Dreyer, 1998;Strydom, 1997;Van

Wyk, 2001). Another reason might be their inexperience coming from the limited task

demands of high school”.



HOW CAN SELECTED READING STRATEGIES INEFFECTIVELY AND INEFFICIENTLY BE USED?

WHY DO YOU THINK, TEACHERS MAY EXPLICITLY TEACH READING STRATEGIES

FROM A METACOGNITIVE PERSPECTIVE?


METACOGNITIVE PERSPECTIVEnot simply a matter of knowing what strategy to use, but the reader must also know how to use it successfully and know how to orchestrate its use with other strategies. It is not sufficient to know about strategies, but a reader must also be able to apply them strategically" (1991, p.19). Similarly, Kern concluded from his data that “there are good and bad uses of the same strategy” and that the difference between a "good use and a "bad use”… “may lie in whether the strategies are used metacognitively or not. Consequently, I will argue that the difference between successful and unsuccessful reading strategy training can be due to the inclusion (or lack of inclusion) of metacognition in the strategy training”.

Anderson (1991, p.19) cited in Carrel (1998) concluded from his data that successful second language reading comprehension is…

Reducing the confusion while offering an analysis that highlights the commonalities and distinctiveness of each term.

Skills are...

“Reading skills are automatic actions that result in decoding and comprehension with speed, efficiency, and fluency and usually occur without awareness of the components or control involved”.

“Reading skills operate without the reader’s deliberate control

or conscious awareness”.



Reduce the confusion while offering an analysis that highlights the commonalities and distinctiveness of each term.

Strategies are...

“Reading strategies are deliberate, goal-directed attempts to control and modify the reader’s efforts to decode text, understand words, and construct meanings of text”.

“Strategies are conscious, controllable processes used to self-regulate reading for the purpose of attaining a specific cognitive goal (e.g., see Alexander et al., 1998; Pressley, 2000; Trabasso & Bouchard, 2002).

”.



SKILLS VS STRATEGIES

Skill Strategy

- Product- oriented.

- Process-oriented.

- Instructions focus on ways to help students understand what they read.

- Generally thought to be unobservable.

- A conscious plan under the control of the reader.

- Observable behaviours (answers to questions, answers on tests, skills list, and taxonomies).



Metacognition

According to O'Malley, et al., "students without metacognitive approaches are essentially learners without direction or opportunity to review their progress, accomplishments, and future directions" (1985, p. 561).



Metacognition

Metacognition is "cognition about cognition," or "thinking about thinking.”

“an awareness of what skills, strategies, and resources are needed to perform a task effectively; and the ability to use self-regulatory mechanisms to ensure successful completion of a task” (p. 345) .

Metacognitive instruction about how and why to use strategies can be quite effective (NICHD, 2000).

Metacognition

Two dimensions: (1) knowledge of cognition (2) regulation of cognition (Flavell, 1978).

The first aspect of metacognition, "knowledge about cognition," includes three components "declarative," "procedural," and "conditional" (Paris, Lipson, and Wixson, 1983)..



METACOGNITIVE SKILLS



Reference Guide to Reading Strategies

• Skimming• Scanning• Topics vs Main Idea• Finding Details• Finding The Main Idea• Inferencing• Supporting Main ideas• Patterns of Organization• Understanding Facts and Opinions• Drawing Conclusions.

THANK YOU. I DO APPRECIATE YOUR INTEREST.

TAB TWO TAB THREE TAB FOUR TAB FIVE

METACOGNITIVE AWARENESS READING STRATEGIES INVENTORY

However, the absence of these strategies does not mean the absence of the cognitive processes. The

undergraduate may have executed similar processes as the postgraduate after reading. The difference is that he

was unaware of doing so. According to Carrell (1998), this inability to execute cognitive processes metacognitively

can hinder the success of strategy use. These differences in strategy use therefore may account for the differences

in their levels of understanding.

Nevertheless, it is pertinent to note that the differences in strategy use reported by the undergraduate and the

postgraduate may reflect the differences in their abilities to verbalise their thoughts rather than any actual differences in their abilities in or awareness of strategy use. Since it is

beyond the scope of the study to control for such differences, cognitive processes were considered as

strategies only if they were verbalised.

Strategy Use in Reading Preferred Texts as Case Study by Kho Chung Wei, B. Ed. (TESL) JURNAL IPBA Jilid 3: Bil.3

Concept 1.3 The process involved in fluent reading comprehension

Fluent reading is:

1.a rapid process

2.an efficient process

3.an interactive process

4.a strategic process

5.a flexible process

6.an evaluating process

7.a purposeful process

8.a comprehending process

9.a learning process

10. a linguistic process William Grabe and Fredricka L. Stoller.Teaching and Researching Reading. 2002. Longman.

“Skills make up strategies.” “Strategies lead to skills.”“Skill is the destination, strategy is the journey.” “We learn strategies to do a skill.”“Skills are automatic, strategies are effortful and mediated.”“We use strategies as tools.”“Strategies that work require a skill set.”“We have to pay attention in learning skills, but eventually we use them automatically.”“You don’t think about skills, and you do think about strategies.”

In order to illustrate these commonalities and distinctiveness, the inquiry done by Afflerbach, et al., (2008) to some of their colleagues (teachers, graduate and undergraduate education students, and professors of education) will be of great interest.

Clarifying Differences Between Reading Skills and Reading Strategies. Peter Afflerbach, P. David Pearson, Scott G. Paris. The Reading Teacher, 61(5), pp. 364–373 © 2008 International Reading Association. DOI:10.1598/RT.61.5.1 ISSN: 0034-0561 print / 1936-2714 online