the teaching and assessing of reading skills

7/28/2019 The Teaching and Assessing of Reading Skills

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THE TEACHING ANDASSESSING OF READING

SKILLS

Prepared by:

Nursyazwani bt Adang

Nur Syazwani bt Khamis

Nur Syakirah bt Mohd Nafis


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Overview

Principles of Teaching Reading

Reading Readiness (first steps)

Stages in a Reading Lesson

Strategies in Teaching Reading

Integrated Activities

Assessing Reading


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PRINCIPLES OF TEACHING

READING


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PRINCIPLES OF TEACHING READING

1. Exploit the readers background knowledge.

2. Use both intensive and extensive reading.

3. Follow the SQ3R. (reading strategies)

4. Include both bottom-up and top-down techniques.5. Plan on pre-reading, during-reading and post-reading phases.

6. Build an assessment aspects into your techniques.

7. Build a strong vocabulary base and for comprehension.

8. Strive for continuous improvements a reading teacher.


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1. Exploit the readers background

knowledge.

Includes :

Life experiences

Educational experiences Cultural background


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3. Follow the SQ3R.

Teacher must work towards finding a balance between assistingstudents to improve their reading rate and developing readingcomprehension skills.

SQ3R Survey : skim the text for an overview of main ideas. Question : the reader asks questions about what he/she wishes to get.

Read : read the text while looking for answers the previouslyformulated questions

Recite : reprocess the salient points of the text through oral or written

language Review : assess the importance of what one just read and incorporate it

in long-term associations.


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4. Include both bottom-up and top-down

techniques.

Bottom-up techniques Top-down techniques

Starting from sounds and letters tomake meaning

Comprehension resides in thereader

Identify words and structures Reader uses background knowledgeand makes predictions

Focus on vocabulary, grammar Teacher focus on meaning-generating activities. (Anderson2008)


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5. Plan on pre-reading, during-reading

and post-reading phases.

PRE-READING PHASE

Previewing the text

DURING-READING PHASE

Keep an important question in mind

Re-read to find details

POST-READING PHASE

Critical analysis and evaluation Reflection and integration


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6. Build an assessment aspects into your

techniques.

Aspects :

1. Doing

2. Choosing

3. Transferring

4. Answering

5. Condensing

6. Extending

7. Duplicating

8. Modeling9. Conversing


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7. Build a strong vocabulary base and for

comprehension.

recent research emphasized the importance of vocabulary tosuccessful reading

Vocabulary development activities :

Using a dictionary Recognizing word forms

Identifying affixes and roots

Guessing meaning from context

Monitoring comprehension is essential to successful reading.

Questioning the author (Beck, McKeown, Hamilton,Kucan 97)is an excellent techniques for engaging students in meaningfulcognitive and metacognotive interactions with text and forassisting students in process of constructing meaning fromtext.


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8. Strive for continuous improvements a

reading teacher.

Need to be passionate.

Integrating the key principles discussed.

Teacher actively teaches students what to doNeed to understand the nature of the reading

process (Anders, Hoffman and Duffy, 2000)


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READING READINESS

(FIRST STEPS)


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PRINT MOTIVATION

Childs interest in and enjoyment of booksand reading.

Positive experiences with books encouragechildren to be more motivated to seek outmore books and reading experiences.


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PHONOLOGICAL AWARENESS

Awareness of syllables

Awareness of rhymes

Awareness of phonemes

Awareness of sounds that start or endwords


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VOCABULARY

Refers to knowing the meaning of words andconnecting words to things, events, or ideas in theworld. (words we must know to communicate

effectively) Has two parts : oral vocabulary and reading

vocabulary

As a childs vocabulary and word knowledge grow,

they also developing knowledge about the world. It is very important because children must know

what words mean to understand what they arelearning to read.


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NARATIVE SKILLS

The ability to understand stories, tell stories ordescribe events.

Understanding that stories have a beginning, a

middle and an end.

Who and what character are and why they do whatthe do.

Aides a childs ability to comprehend and predict.

After reading, talk about the story.

Use action rhymes and songs.


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PRINT AWARENESS

Refers to knowing how to use a book or a pieceof.(to open and close, how to hold it.)

The symbols on a page are called letters.(when

together called words and have meaning)

The title

Pictures

A book has a front and back, a top and a bottom.


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REFFERENCES

http://www.nflrc.hawaii.edu/RFL/October2002/day/day.html

http://www.marliustel.com/2011/07/principles-of-teaching-reading.html

http://www.lexpublib.org/page/ready-to-read-the-six-reading-readiness-skills

http://www.torontopubliclibrary.ca/ready-for-reading/activities-that-build-reading-readiness.jsp

S. P. Anne. (2000). Ten Proven Principles for Teaching Reading. Nationaleducation Association

the teaching and assessing of reading skills

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