Teaching fun and effective reading with technology

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TeachingReadingthroughICT
By
Wili Astuti/19705261008
SaptinDSetyoH/19705261010
SilviSalsabil/19705261033

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CONTENT
This presentation will focus on
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1.The nature of reading:
the extensive and intensive reading
2.Principles for Designing Interactive Reading
3. ICT in Teaching Reading
4.Workshop: Nearpod

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TheNatureofReading
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Reading is a process carried out and used by the reader to
obtain a message, which the writer wants to convey through
the media of words / written language.
(Hodgson in Tarigan, 2008: 7)
Reading is all activities done by the reader to obtain
information contained in a reading material. The reading
product is the result of the reading process, which is the
understanding of the reading content.
(Yunus, 2012: 148)
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ExtensiveandIntensiveReading
Extensive Reading
Extensive reading focuses on meaning
– input and fluency
Intensive Reading
Intensive reading focuses on
language – focused learning and
comprehension skills
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Nunan (2009)

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PrinciplesforDesigningInteractiveReading
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1. Specific instruction in reading skills is very important.
2.Use techniques that are instrinsically motivating
3.Balance authenticity and readibility in choosing texts such as
suitability, exploitability, and readability
4.Encourage the development of reading strategies
5.Include both bottom-up and top-down techniques
6.Follow the SQ3R sequence (survey, read, recite, and review)
Brown, H.D. (2001)
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ICTinTeachingReading
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TheAdvantagesandDisadvantages
Advantages
1. Attracts the student attention
2. Aids the teaching process
3. Helps student improves their
vocabulary and enable them to find
out the meaning of the words in the
texts they read
4. Helps teacher to get suitable reading
material online
Disadvantages
1. Difficult to control the class
2. Too many articles available
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(Ladbrook 2014; Yunus et all 2013)

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ConsiderationinteachingReadingbyusingICT
Computers and the internet has been viewed as good sources in developing reading
skills which helps increase students’ interaction with texts, attention to individual
needs, and increases independence (Case and Truscott, 1999).
Pérez Correa et al (2004) provide guidelines for successful computer- reading
instruction in the classroom:
1. Computer instruction in reading should focus on meaning and stress reading
comprehension.
2. Computer instruction in reading should foster active involvement and stimulate
thinking.
3. Computer instruction in reading should support and extend students knowledge of
text structure.
4. Computer instruction in reading should make use of content from a wide range of
subject areas.
5. Computer instruction in reading should link reading and writing. 10

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References
• Ladbrook, J. (2014). An interactive digital platform for preservice secondary English
teachers’ reading: First iteration findings. Australasian Journal of Educational
Technology, 30(5).
• Maduabuchi, C. H., & Emechebe, V. I. (2016). ICT and the Teaching of Reading
Comprehension in English as a Second Language in Secondary Schools: Problems and
Prospects. International Journal of Education and Literacy Studies, 4(3), 18-23.
• Nikolopoulou, K., Akriotou, D., & Gialamas, V. (2019). Early Reading Skills in English as
a Foreign Language Via ICT in Greece: Early Childhood Student Teachers’ Perceptions.
Early Childhood Education Journal, 47(5), 597-606.
• Yunus, M. M., Nordin, N., Salehi, H., Sun, C. H., & Embi, M. A. (2013). Pros and Cons of
Using IICT in Teaching ESL Reading and Writing. International education studies, 6(7),
119-130.
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DISCUSSION
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1. We already discussed about ER and IR. Which one do you
often use in teaching reading? why?
2.In your opinion, what aspects must be covered in teaching
reading through ICT? Why?
3.Have you ever considered to use ICT in teaching reading?
Why or Why not?

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ThankYou
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