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During-reading tips After-reading tips These tips can be viewed in three consecutive stages: For instance, before starting to read a text it is natural to think of the purpose of reading the text.
As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity.
These tasks and ideas can be used to enhance reading comprehension. Text characteristics Good readers expect to understand what they are reading. Therefore, texts should contain words and grammatical structures familiar to the learners Van Duzer, In texts where vocabulary is not familiar, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words Hood et al.
The topics of texts chosen should be in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. Pre-reading activities that introduce the text should encourage learners to use their background knowledge Eskey, ; cited in Van Duzer, Class members can brainstorm ideas about the meaning of a title or an illustration and discuss what they know.
Pre-reading tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible.
It is necessary to provide the necessary background information to the reader to facilitate comprehension.
In addition, as stated by Lebauerpre-reading activities can lighten students' cognitive burden while reading because prior discussions will have been incorporated.
Teacher-directed pre-reading Estes, Some key vocabulary and ideas in the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework.
Moreover, the teacher can make explicit links between prior knowledge and important information in the text.
Purpose of reading It is also necessary for students to become aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this purpose, i.
For instance, the students may be guided to ask themselves, "Why am I reading this text?
What do I want to know or do after reading? Reading rapidly for the main points Scanning: Reading rapidly to find a specific piece of information Extensive reading: Reading a longer text, often for pleasure with emphasis on overall meaning Intensive reading: Reading a short text for detailed information The most frequently encountered reason as to why the four skills are all subsumed into one — intensive reading — is that students studying a foreign language feel the urge to look up every word they don't understand and to pinpoint on every structural point they see unfamiliar.
To make students aware of the different types of reading, ask them about the types of reading they do in their first language. The type of text The reader must become familiar with the fact that texts may take on different forms and hold certain pieces of information in different places.
Thus, it is necessary to understand the layout of the material being read in order to focus more deeply on the parts that are more densely compacted with information.
Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author.
Steinhofer stated that the tips mentioned in pre-reading will not take a very long time to carry out. The purpose is to overcome the common urge to start reading a text closely right away from the beginning.READING AND LEARNING TO READ, 6/e. Approaches to Reading ing process. Interactive models underscore the important contributions that both the reader and the text make in the reading process.
One important way to define who we are as teachers of reading is by talking about. 1. Introduction Reading as an interactive processReading is by nature an interactive process. Whether in a native language or in a second language, it involves three different kinds of interaction. Reading Comprehension: An Interactive Process Scaffolding Pre-reading During-Reading Guided reading Teacher modeling Post-reading Pre-reading Activate prior knowledge Build new Vocabulary Motivation Predicting Pre-questioning Direction setting During Reading Mapping/ graphic organizers Guided Reading Teacher Modeling Modifying text Making.
Reading as an Interactive Process. Miller, Larry; And Others A study examined the linguistic strategies of strong and weak readers in grades three and six within the context of D.
Reading Comprehension: An Interactive Process Scaffolding Pre-reading During-Reading Guided reading Teacher modeling Post-reading Pre-reading Activate prior knowledge Build new Vocabulary Motivation Predicting Pre-questioning Direction setting During Reading Mapping/ graphic organizers Guided Reading Teacher Modeling Modifying text Making. Home» CAFE» Interactive CAFE Menu Read more about Ask Questions Throughout the Reading Process—Hollie Models; Pre-Reading Strategies. Video. English. Pre-K. Kindergarten. 1st. Let's step into Trish Prentice's room for a moment and eavesdrop as she introduces How Rocket Learned to Read to her kindergarten students. Teaching Reading in Science A Supplement to Teaching Reading in the Content Areas Three Interactive Elements of Reading Introduction Writers Santa, Havens, and Harrison () state it well: “Most content” (p. ). One explanation for this disparity is that students most often learn the reading process using narrative text. They.
E. Rumelhart's interactive model of the reading process.
They’re a fantastic company and I believe their interactive close reading exercises are among the best on the market. Close reading is an important part of Common Core because it helps students think and reflect deeply on the text. timberdesignmag.com Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.