reading

Meet me at:

www.letras.ufmg.br/profs/reinildes

Professor Reinildes Dias, Ph.D.FALE - UFMG

[email protected]

Reading in ENGLISH

mailto:[email protected]

L2 Reading is a basic life skill.

Without the ability to read in English well, opportunities for personal fulfillment and job success inevitably will be lost.

These environments can also encourage students to read and write in English for different social purposes.

Literacy rich environments display texts everywhere and provide opportunitiesthat can engage students in L2 readingand writing activities.

Reading throughout the years:

from the 70s to now.

The interactive

model

Three cognitive models

The bottom-up model

The top-down model

Readers proceed from the written text to meaning.

Readers are passive recipients of meaning.

Meaning resides in texts.

Meaning is driven by the text.

Reading proceeds from part to whole.

The bottom-up model acknowledges

that …

Readers read in a linear way through a step-by-step procedure which involves identification of letters, recognition of spelling patterns and words, and the processing of meaning from the sentence level to the paragraph level and then to the text itself.

From the bottom-up perspective, it is believed that …

In sum, the bottom-up model emphasizes a single-direction,part-to-whole processing of a text.

Main proponents of the bottom-up

model of readingGough, P.B. (1972). One second of reading. In: J.F. Kavanagh and I.G. Mattingly (eds.), Language by ear and by the eye (pp. 331-58). Cambridge, MA: MIT Press.

LaBerge, D. and Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

According to Gough (1972), reading is a sequential or serial mental process.

In his words,“Readers begin by translating the parts of written language (letters) into speech sounds, then piece the sounds together to form individual words, then piece the words together to arrive at an understanding of the author’s written message.”

Important element: readers’ prior knowledge.

Focuses on what readers bring to the process Readers activate prior knowledge to understand texts.

Readers are active processors of meaning.

Top-down process

Reading is a “psycholinguistic guessing game”, Goodman, 1970. Reading proceeds from whole to part. Meaning is brought to the written text, not derived from it. Reading is driven by meaning.

Top-down process:

Kenneth Goodman (1967). Reading: A psycholinguistic guessing game. Journalof Reading Specialist, 6, 126-35.

Frank Smith (1971). Understanding

reading. New York: Holt, Rinehart and

Winston.

Main advocates of the top-down model of reading

Traditional view of reading (bottom-up

model)

Cognitive view of reading (top-down model)


model)

Reading is a passive activity.



model)



Reading is a dynamic activity.


model)


Readers have no control over the act of comprehending a text




model)




Readers make use of their previous knowledgeto comprehend a text.



model)



Readers rely only on the formal features of languagein the quest for making sense of a text.


Readers make use of

their previous

knowledge

to comprehend a

text.



model)



Readers rely only on the formal features of language in the quest for making Sense of a text.


Readers make use of

their previous

knowledge

to comprehend a

text.


Readers (as well as

texts) are at the

heart of the

reading process.

The interactive model of reading Acknowledges that reading

involves

both a bottom-up and a top-

down process.

The interactive model of reading

Recognizes the simultaneous interaction of bottom-up and top-down processes during reading comprehension.


Readers rely on their prior knowledge and

also on the formal features of language in

the quest for making sense of a text.


Stresses the dynamic interaction

of

the active mind of the reader and

the written text.


Examines reading comprehension from

the point of view of connected discourse.


Starts considering readers’ cultural

background and value systems in the

process of reading comprehension.


Acknowledges the importance of schema, that

is,

units of organized knowledge about events,

situations,

or objects that readers have stored in their

mind’s cognitive structures during the process

of reading comprehension.


Schema knowledge is subdivided into formal

and content schema with the

acknowledgment

of the importance of the social, cultural and

text rhetorical features in reading

comprehension

Carrell & Einsterhold (1988)

David Rumelhart (1980). Schemata: the buildingblocks of cognition. In: Spiro, R.J.; Bruce, B. C.;Brewer, W. F. (ed). Theoretical issues in readingcomprehension. p. 33-58.

Keith Stanovich (1980). Toward an interactive-compensatory model of individual differencesin the development of reading fluency. ReadingResearch Quarterly, 16, 32-71.

Main advocates of the interactive

model of reading

Cognitive views of

reading (top-down and

interactive models)

A spoken or written text does not in itself carry meaning; rather, it provides directions for readers on how to use their own storedknowledge to retrieve and construct meaning.

Encompass this fundamental principle

from schema theory:

(Adams & Collins apud Leahey & Harris, 1989. p. 201).

A social view of reading

Posits that reading performs a socializing function.

Assumes that texts are social and cultural artifactsreflecting group values and norms.

Acknowledges the fact that texts are materializedor structured into different genres.

Recognizes that we communicate through genresthat fulfill different social purposes in particularcontexts of use.

The two perspectives are integrated into a holistic view of the reading process.

Meaning is reader-generated and it dependson the activation of different types of knowledge(prior knowledge, textual, lexical-systemic andstrategic knowledge).

Toward a synthesis: A sociocognitive view

of reading (Bernhardt, 1991).

Toward a synthesis: A sociocognitive view of

reading (Bernhardt, 1991).

Acknowledges the dynamic relationshipsbetween text producers, text receiversand the text itself.

Recognizes the ongoing interaction betweenreader and writer, mediated by the text andcontext. This interaction is socially constructed.

Toward a synthesis: A sociocognitive view of

reading (Bernhardt, 1991).

Schema knowledge (from schema theory) is both a social and a mentalistic construct.

Understands the concept of text as a socialconstruct.

The reading

text

Conceptualized as a social construct.

Viewed as a communicative event that is socially and culturally recognizable, both in spoken and written modes.

Materialized in different genres for a variety of social communicative purposes.

The reading

text

A reading text can be paper, electronic, or live.

It may comprise one or more semiotic systems (linguistic, sound, visual, spatial, gestural).

Texts are consciously constructed.

Meanings are actively constructed.

A text may be constructed using intertextuality.

Texts may be multimodal, interactive, linear, and nonlinear.

(Anstey; Bull, 2004)

A genre-based approach to

teach L2 reading

Encourages habits of meaning-making

by students.

Centered on the explicit identification

and analysis of genre features to show

how patterns of language work to

shape

meaning.


teach L2 reading

Counts on students’ recognition of genre

similarities between Portuguese and English

to enhance L2 reading comprehension.

Counts on students’ repeated experiences

with texts in their mother language to

enhance

L2 reading comprehension.


teach L2 reading

Encourages students to contextualize the

particular texts they have to read by an

understanding of the specific situations for

which they have been written, their

communicative purposes, intended audience,

the social role played by the author, and

when and where they were published.


teach L2 reading

In other words, this approach to teaching

encourages students to answer this set of

questions: “who writes what, for what

purposes, how, where, and when” in order to

understand the overall context for which

texts have been written as well as who they

want to influence.


teach L2 reading

Teaches the discursive, the lexical

and

the linguistic features of different

genres

explicitly to enhance L2 reading

comprehension.

Fase 1: Pré-leitura Ativação de conhecimento

anterior

Fases de uma aula de leitura

Para mais informações, http://tinyurl.com/fases-aula-leitura

Proposta Curricular de Língua Estrangeira do Estadode Minas Gerais. 2003.

http://tinyurl.com/fases-aula-leitura




Fase 2Compreensão de pontos gerais

Compreensão das condições de

produção do texto Exploração da informação

não-verbal



Proposta Curricular de Língua Estrangeira do Estado

de Minas Gerais. 2003.





Fase 3 Compreensão de pontos

principais

Exploração da informação verbal: construção dos elos coesivos -

lexicais e gramaticais - inferências.









Fase 4Compreensão detalhada

Exploração da informação verbal: inferências, sínteses, integração. Resumo do texto lido na forma de diagramas, esquemas e mapas

conceituais



Proposta Curricular de Língua Estrangeira do Estadode Minas Gerais. 2003.





Fase 5: Pós-Leitura

Reflexões sobre as características retórico-discursivas e linguístico-

textuais do texto lido.









Fase 5: Pós-Leitura (cont.)

Atividades de desenvolvimentode vocabulário.

Atividades de aprendizagem

de gramática









Feel free to get in

touch with me:

[email protected]

Thanks for your attention!



http://www.nadasisland.com/reading/#interact

http://www.nclrc.org/essentials/reading/reindex.htm

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/glossaryofliteracyterms/WhatIsAnInteractiveReadingMode.htmhttp://tsl591.blogspot.com/2008/07/models-of-readinginteractive.html

http://www.landmark.edu/institute/assistive_technology/reading_overview.html

http://www.llas.ac.uk/resources/gpg/1420

References

http://www.sil.org/lingualinks/literacy/ReferenceMaterials/glossaryofliteracyterms/WhatIsAnInteractiveReadingMode.htm



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