Developing Reading Skills

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Developing ReadingSkills
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Aims

• To raise awareness of the nature of texts and the
  challenges they present to the reader
• To discuss reading strategies demanded by
  different tasks
• To provide strategies to support students
  reading of texts

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How do effective readers read?

• Read the following passages
• Consider the strategies you are using as you
  read
• If the text is unfamiliar to you, how do you make
  sense of it?

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• 1st row P1 (2-3) k4, p.3 rep from to last
  5 (6-7) sts. k4, p1 (2-3) 2nd row k1 (2-3), p4m
  k3, rep from to last 5 (6-7) sts, p4, k1 (2-3).
  Rep these two rows once 5th row p1 (2-3) cable
  4 back, p3, rep from ending last, rep.
• p1 (2-3) 6th row as 2nd row. These 6 rows form
  one patt. Cont. in patt. but inc. 1 st at both
  ends of next row and every foll. 1st patt row
  until there are 92 (94-96) sts, taking sts into
  patt. After all incs. are completed right-side
  rows will begin and end with p2 (3-4) Cont.
  without shaping until work measures 66 (69-72) cm
  from be. ending with a wrong-side row.

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• With just three up, down and strange quarks
  (u, d, s) it seemed impossible to explain the
  presence of neutral current interactions in
  neutrino interactions, and their absence in kaon
  decays. In 1970, S. Glashow and L. Maiani
  suggested an elegant solution to the problem,
  which involved the introduction of a fourth,
  unobserved charm quark (c). With this extra quark
  the Kaon decay to muons could be made to
  disappear by an almost exact cancellation. This
  cancellation only occurred in processes involving
  a strange particle like kaon, and to achieve the
  vanishing decay rate to muons the charm quark
  could be very much larger than that of the
  strange quark.

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The complexity of reading strategies

• Passage 1
• Whxn wxll thx bxxks xrgxmxnt xnd? Sxrxly xt
  mxst bx clxxr thxt chxldrxn xsx x vxrxxty xf
  stxtxgxxs tx rxxd prxnt xnd thxt xn xndxrstxnding
  xf thx rxlxtxxnshxp bxtwxxn lxttxrs xnd sxxnds xs
  xnly xnx xf mxny strxtxgxxs.

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The complexity of reading strategies

• Passage 2
• It muts be faiyl obvoius to aynone raeding this
  that raedres draw on thier konowledge of how
  lagnuaeg wroks, thier abitily to recgonise wrods
  on sihgt and thier capcaity to ues contextaul
  cleus to enabel them to maek senes of what has
  goen before and perdict wath is cmoing next.

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The complexity of reading strategies

• Passage 3
• (Note There are no spelling mistakes in the
  following, but x a vowel or an x!)
• xtypxdthxssxntxncxtxsxxhxwmxcht
• hxbrx
• xnrxlxxsxnthxgxpsbxtwxxnthxwxrd
• stxhxlpxtdxcxdxtxxt.

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phonics (sounds and spelling)
grammatical knowledge
knowledge of context
TEXT
word recognition and graphic knowledge
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Useful support

• Create a context brainstorming, group
  discussion, displays, diagrams, charts, summaries
• Discuss effective reading strategies
• Collaborative work
• Shared reading
• Opportunities to read similar texts
• Glossaries
• Reconstruction and analysis activities

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Effective teaching of reading

• making close connections between reading and
  writing
• modelling reading strategies
• exploring and analysing texts and their features
• justifying views with close textual references
• relating the authors purpose to the language,
  structure and organisation of the text, using
  appropriate terminology
• widening the reading repertoire

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Ready for more?

• Review the reading demands of one of the key
  texts (or textbook) for your subject.
• Review your own lesson plans for one week and
  consider the type of reading style they involve.
  Plan to support students to read in the best way.
• Model the shared reading process and effective
  use of reading strategies regularly.