active reading strategies
DESCRIPTION
This presentation focuses on the concept of active reading strategies. Participants will be introduced to an array of strategies to train students on going beyond the passive retrieval of information from a reading passage. The purpose is to shed more light on the advantageous use of advanced reading skills, such as summarizing, interpreting, comparing and analyzing to interact actively and effectively with any given text. In a similar vein, this practical workshop will engage participants into hands-on activities so as to practise a number of active reading strategies for encouraging and maintaining students’ motivation in reading classes.TRANSCRIPT
Challenge yourself…..
Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it doesn't mttaer in waht order the ltteers in a wrod are, the only iprmoatnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can siltl raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
OUTLINE
Clarify terminology and definitions Demonstrate what active reading is Introduce Active reading strategies Practise active reading strategies
ACTIVITY 1:(2mn)
In pairs, jot down on an A4 paper challenges teachers face in teaching reading .
Possible Challenges:
Class size time constraints accommodating individual needs of
struggling readers Explicit teaching of strategies Unwillingness to read Knowledge about reading strategies
What is Reading?
Background knowledge
Linguistic features and
meaning
Comprehension
An Process Interactive
What does the research tell us?
“Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is”. (Rumelhart 1985; Carrell, Devine & Eskey, 1988)
Who are active readers?
What is active reading ?
“Reading is an active process in which the reader constructs meaning from a text. Because readers bring differing experiences and knowledge to a reading experience, each reader will construct a different interpretation of a text. Readers need to be encouraged to take an active stance in their reading, asking questions and looking for points of agreement or disagreement with the author as they read. “ Kathy G. Short & Jerome Harste (1996). Creating Classrooms for Authors and Inquirers
Annotating or writing about what is read
increases students’ retention and
comprehension (Myers, 1984; Moffett
and Wagner, 1983 )
Annotating or writing about what is read
increases students’ retention and
comprehension (Myers, 1984; Moffett
and Wagner, 1983 )
Students learn more effectively when
they generate their own questions,
summarize and exert choice in the lesson
than when they do not (Andre and
Anderson, 1978-79; Cohen, 1983).
Students learn more effectively when
they generate their own questions,
summarize and exert choice in the lesson
than when they do not (Andre and
Anderson, 1978-79; Cohen, 1983).
When students are encouraged to share their
interpretations through art, they must
transmediate their understandings into a new
sign system and so they come to deeper and
more complex understandings of the text.
(Kathy G. Short and Jerome 1996)
When students are encouraged to share their
interpretations through art, they must
transmediate their understandings into a new
sign system and so they come to deeper and
more complex understandings of the text.
(Kathy G. Short and Jerome 1996)
The combination of visualizing and summarizing
significantly increases comprehension by
integrating the right and left brain hemispheric
functioning (Bell, 1991,2000).
The combination of visualizing and summarizing
significantly increases comprehension by
integrating the right and left brain hemispheric
functioning (Bell, 1991,2000).
What have you learnt today?
1- What is reading?
2- What are some behaviors of active readers?
3-What four strategies have you learnt today?
4- Which one are you going to apply with your
students?
5-Which one are you going to tell a colleague
about?
Thank-you for your attention [email protected]
REFERENCES
• Day, R. & Bamford, J.(1998). Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.
• Short, K., Harste, J., & Burke, C.(1996). Creating Classrooms for Authors and Inquirers. U.S.A: Heinemann.
• Day, R. & Bamford, J.(2002). Top Ten Principle for teaching Extensive Reading.[On line] Available at http: //www.nflrc.hawaii.edu/rfl/October2002/day/day.html. Last accessed on 8 March 2014.
• The McGraw Center for Teaching and Learning.(2008). Active Reading Strategies.[On line] Available at http://www.princeton.edu/mcgraw/library/for-students/remember-reading. Last accessed on 20 February 2014.
• Helgeson, J.(2010).Being Active with Active Reading Strategies.[On line] Available at http://wsascd.org/downloads/Active_Reading_Strategies.pdf. Last accessed on 20 February 2014.