Some aspects to keep in mind when the main goal in teachin the reading skill.

1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
PROGRAMA INGLÉS
INGLÉS PARA FINES ESPECÍFICOS
Teaching Reading
Alexis Centrella Vegas
Nancy Coronado
June, 2012

2. “Reading is a process of constructing meaning from
written texts. It is a complex skill requiring the
coordination of interrelated sources of information”
(Stanley, 2007)
Taken from: Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average in
Reading.
The United States of America: ProQuest Information and Learning Company.

3.  Students´ carreer.
 Language acquisition.
 Students´ vocabulary knowledge.
 Modelig English writing.
 Introduce topics.
 Stimulate discussions.
Taken from: Jeremy Harmer (2009). How to teach English. England: Pearson Education Limited

4. Letters, morphemes, syllables, words,
Bottom-up Text-based phrases…
Example: wet brought who socks some who brought some wet socks
Learnes draw their own intelligence
Top-down Reader-based and experience to undestand the text.
Example: Fo- ex-mp-e, y-u c-n r-ad -h-s se-te-ce -it- ev-ry -hi-d l-tt-r m-ss-ng.
For example, you can read this sentence with every third letter missing.
Examples Taken from: Bernstein, D. (2008). Essentials of Psychology. USA: Wadswoth
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

5. The reader brings information, knowledge,
Scheme theory and emotion, experience, and culture to the
backgraund knowledge printed world. (Content schemata and
Formal schemata)
The role of affects Language ego, self-steem, emphathy,
and culture motivation.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

6. Extensive Reading which students often do.
Different kinds
of readings
Consists of detailed focus on the
Intensive
construction of reading texts.
• The role of cognition in reading.
• The role of automaticity in word recognition.
Adult literacy • The role of concious strategies.
training • Effective techniques for activating schemata.
• Relationships of reading an writing.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

7. Is the process of extracting and constructing meaning
through interaction and involvement with written language.
Comprehension entails three elements
The reader who is doing the comprehending.
The text that is to be comprehended.
The activity in which comprehension is a part.
The socio-cultural context mediates students’ experiences,
just as students’ experiences influence the context
Taken from: Snow C. (2002). Reading for understanding toward an R&D program in reading
comprehension.

8. 1. Discriminate among the distinctive graphemes and
orthographic pattern of English.
3. Retain chunks of language of different lengths in short term
memory.
5. Process writing at an efficient rate of speed to suit the
purpose.
7. Recognize a core of words, and interpret word order
patterns and their significance.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

9. 1. Recognize grammatical word classes, systems, patterns,
rules, and elliptical forms.
3. Recognize that a particular meaning may be expressed in
different grammatical forms.
5. Recognize cohesive devices in written discourse and their
role in signaling the relationship between and among
clauses.
7. Recognize the rhetorical forms of written discourse and
their significance for interpretation.
9. Recognize the communicative functions of written texts,
according to form and purposes.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

10. 1. Infer context that is not explicit by using background
knowledge.
3. Infer links and connections between ideas, deduce cause and
effect, detect such relations as main idea, supporting idea,
new information, given information, generalization, and
exemplification.
5. Distinguish between literal and implied meanings.
7. Detect culturally specific references and interpret them in a
context of the appropriate cultural schemata.
9. Develop and use a battery of reading strategies.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

11. 1. Identify the purpose of reading.
3. Use graphemic rules and patterns to aid in bottom-up
decoding.
5. Use efficient silent reading techniques for relatively rapid
comprehension.
7. Skim the text for main ideas.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

12. 1. Scam the text for specific information.
3. Use semantic mapping or clustering.
5. Guess when you aren´t certain.
7. Analyze vocabulary.
9. Distinguish between literal and implied meanings.
11. Capitalized on discourse makers to process relationships:
Enumerative, addetive (reinforce, similarity, transition),
logical sequence (summative, resultative), explicative,
illustrative, contrastive (replacive, anthithetic, converssive)
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

13. It is an active process of constructing meaning.
· Interactive: Involves the reader, the text and the context in which
reading takes place.
· Strategic: Readers have purposes for their reading and use a
variety of strategies as they construct meaning.
· Adaptable: Readers change the strategies they use depending on
the text and on the purpose.
Taken from: Reading for Understanding: Toward an R&D Program in Reading. http://www.readingresource.net/teachingreading.html

14. Making connections: Text to self, text to text and text to world.
Creating mental images: Visualizing the written information.
Questioning: Asking themselves questions throughout the reading.
Inferring: Reading between the lines.
Evaluating: Determining importance.
Sinthesizing: Ordering, retelling, and recreating into a coherent the
whole information.

15. Oral
Linguistic
Intensive
Content
Silent
Skimming
Extensive Scanning
Global
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

16.  Do not overlook instruction in reading skill.
 Use motivating techniques.
 Balance authenticity and readability in texts.
 Encourage the development of reading strategies.
 Include: bottom-up and top-down techniques.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

17.  Follow the “SQ3R”. Survey, questions, read, recite, and
review
 Subdivide techniques. Before you read, while you read, after
you read.
Doing, choosing, transfering, answering,
 Build your techniques. considering, extending, duplicating,
modeling, conversing.
Taken from: Brown, D. Teaching by Principles. An interactive approach to language pedagogy.

18.  Reading is considered to be one of the process that promotes
language aquisition.
 In the process of reading schemata, backgraund, affects and
culture, the type of reading, and the age of the learner play
an importan role.
 Learning goes beyond the simple process of decoding texts.
 Students need to know how to read to get the information
required.
 There are several estrategies to develop the reading skill.

19. Stanley, S. (2007). An Analysis of Rx for Discovery ReadingRTM for
Elementary Students Below Average in Reading. The United States of
America: ProQuest Information and Learning Company.
Jeremy Harmer (2009). How to teach English. England: Pearson
Education Limited.
Brown, D. (2007). Teaching by Principles. An interactive approach to
language pedagogy.
Snow C. (2002). Reading for understanding toward an R&D program in
reading comprehension. [Book in line]. From: http://books.google.co.ve/
books?id=R1t9btYnK_EC&pg=PA9&dq=definition+of+reading+
comprehension&hl=es&sa=X&ei=F53TT6e1BvCK6QGr7uTAg&sqi=
2&ved=0CDsQ6AEwAQ#v=onepage&q=definition%20of%20reading%
20comprehension&f=false. [Consulted: 2012, June 10]