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Pr ctica I. Individually, read the passage 'somos primos' once in 1 ... Pr ctica II. The way you approach and internalize a text depends on your learning style. ... – PowerPoint PPT presentation
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Title: A1260272711SBTZW
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Reading Comprehension
Chapter 11
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Contents
- Learning styles
- Components of reading
- Eye movement
- Perceptual span
- Inner speech
- An interactive model of reading. Successful
reading depends on reader and text. - Literary texts in the L2 classroom
- A framework for teaching L2 reading
- comprehension (phases)
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How do we organize info?
People order info. differently when reading and
writing (learning styles) Teachers should
provide equal opportunities to learn
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Práctica I
- Individually, read the passage somos primos
once in 1 min. (handout 1). - Now write a recall in your native lang.
- In groups of four, compare your recalls. Did all
of you organize the info. in the same manner?
What seems to be the most common organization?
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Práctica II
- The way you approach and internalize a text
depends on your learning style. - Find out your learning style! (handout 2)
- Read instructions (Gregorc Style Delineator)
- Complete the test in 4 minutes (handout 3)
- Add scores to the boxes (handout 3)
- Distribute scores in the matrix (handout 4)
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- If different people comprehend the same
- text differently, we can conclude that reading
- (as listening) is not a passive skill.
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- Reading comprehension depends on the readers
personal knowledge and experience, learning
style, and also (but not only) L2 proficiency
level. - The text guides comprehension but is not
comprehension. The reader takes the text and
gives it the meaning.
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Components of reading
- Eye movement
- A observes how B reads handout 5.
- Fixation eyes stop
- Saccade eyes skip parts of text
- Return sweeps eyes go to next line
- Regressions eyes go back
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- B. Perceptual span
- Readers normally see from 4 to 5 spaces before
and after a word. - Therefore, we do not read most of the words in
its entirety because we guess. - On Sunday, we went to the movies and
- bought delicious butter popoorn
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- C. Inner Speech
- What do children
- understand when they
- are learning to read?
- Now you have a better idea about how Spanish 1
students feel when reading a text in Spanish
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An interactive model of reading
- Comprehension is the process of relating new or
incoming information to information already
stored in memory. - New info ? existing schemata ? altered
schemata - The readers contribution to comprehension are
their schemata
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How readers contribute to comprehension
- The readers schemata interact with new info. in
one or more of these ways - To disambiguate (txbk p. 219 1)
- To elaborate/infer (handout 6)
- To filter (handout 7)
- To compensate (txbk p. 221 bottom)
- To organize information
- So, we can say that readers construct and
reconstruct meaning as they read
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The effects of text features on reading
comprehension
- L2 learners understand beyond the language that
we have taught them in class. - However, the choice of lexical item, the way the
info. is organized, the level of proficiency and
the cultural knowledge can influence reading
comprehension.
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The use of literary texts in the L2 classroom
- Why should we use LTX in L2 classroom?
- Its arbitrary to separate lang from lit
- LTX provide more examples of situations
- LTX authentic txts
- LTX provide linguistic, lexical and cultural
support
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The use of literary texts in the L2 classroom
(cont.)
- What makes a LTX good for SLL?
- LTX that promote cultural sensitiveness
- LTX with familiar topic
- LTX with predictable organization
- LTX with communicative applicability
- And remember the important is
- the TASK not the TEXT
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A framework for teaching L2 reading comprehension
- We can assist (not teach) L2 learners to
comprehend a text by building bridges between
them and the text. Phases - Preparation (pre-reading relate reader with
text) - Guided interaction (during-reading)
- Assimilation (post-reading)
- Personalization (relate text with reader)
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Práctica
- Paso 1. Look at the table in Handout 8.
- Paso 2. Skim through the text and questions in
Handout 9 to fill in the blanks of the table in
Handout 8.
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Next class testing listening/reading
comprehension
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