Teaching Reading

1. SOME ASSUMPTIONS ABOUT THE NATURE OF READING 1. We need to perceive and decode letters in order to read words. 2. We need to understand all the words in order to understand the meaning of a text. 3. The more symbols (letters or words) there are in a text, the longer it will take to read it. 4. We gather meaning from what we read. 5. Our understanding of a text comes from understanding the words of which it is composed.

2. Some conclusions of reading:When beginning to read a text, or where there is little or no no helpful context, teachers depend on decoding letters to understand words.

2.1. Learners therefore will probably read more successfully if given whole meaningful units of text to read rather than disconnected ‘bits’. The ‘construction’ of meaning that occurs in reading is a combination of ‘bottom-up’ processes and ‘top-down’ ones. It is difficult, sometimes impossible,

3. Reading activities : should probably stress reading for understanding rather tha exact decoding of letters We need to understand some words in order to understand the meaning of a text, buy by no means all.

4. Beginning reading: some guidelines

4.1. Pre-question. ˃ A general question is given before reading, asking the learners to find out a piece of information » Do-it-yourself questions

4.2. Preface : The text is a story; learners suggest what might happened before » Gapped text . Towards the end of the text, four o five gaps are left that can only be filled in if the text has been understood. Mistakes

4.3. Re-presentation of context ˃ The text gives information or tells a story, learners represent its content through different graphic medium. +Drawing that illustrates the text +Coloring +Marking a map +List of events or items described in the text +A diagram

4.4. Efficient Inefficient 1. Language The language of the text is comprehensible to the learners. The language of the text is too difficult. Efficient Inefficient 2. Content The content of the text is accessible to the learners: they know enough about it to be able to apply their own background knowledge.

4.5. Efficient Inefficient 4. Attention The reader concentrates on the significant bits, and skims the rest;5. Incomprehensible vocabulary The reader takes incomprehensible vocabulary in his or her stride: guesses its meaning from the surrounding text, or dictionary only when these strategies are insufficient

5. BY; SARAY ANSASTEGUI MARURI

6. Is a mental process. Is a process undertaken to reduce uncertainty about meanings a text conveys. Is the process results from a negotiation of meaning between the text and its reader.

7. Reading comprehension: is the process of making meaning from text. Is the ability to read text, process it, and understand its meaning.

8. It is generally preferable to begin reading only after the learners have some basic knowledge of the spoken language, so that reading becomes as quickly as possible a matter of recognizing meanings rather than deciphering symbols.

8.1. I have found it most practical and productive to begin with single letters, starting with the most common and useful. • It is, surely, more useful for reading purposes if the learner knows the most common sound of the letters; its name can be left until later. •

9. Purpose The reader is aware of a clear purpose in reading: for example, to find out something, to get pleasure. The reader has no clear purpose other than to obey the teacher’s instruction. Efficient Inefficient 10. Strategies The reader uses different strategies for different kinds of reading. The reader uses the same strategy for all texts.

10. Morphology