1. READING
Reading purpose
Criteria for selecting material
The role of the teacher
Teacher´s responsibility
Student´s role as readers
Testing/evaluating reading

2. READING PURPOSE
*Reading for survival. Serves immediate
needs or wishes. (ladies, gentlemen and
exit)
*Reading for learning. Serves the wider
role of extending our general knowledge of
the world
*Reading for pleasure. It is done for its
own sake. We don´t have to do it.

3. CRITERIA FOR SELECTING
MATERIAL
1.-Text as vehicle for teaching
language structure and
vocabulary
These are sometimes justified for
classroom use on the grouds that
they are not primarly for reading
But are exponents of the stucture
of the language

4. 2.-Texts which teach language
through reading.
*We select text, not for any distinctive
linguistic features, but because they
promote reading.
*This is a line with the principle that
language is developed in the course of
reading.

5. 3.- Texts which offer high-interest
content.
The text must be interesting enough
for the learner to want to read it.
*Readability (level, vocabulary,
structure).
*Suitability of content (according to
Students´ likes)
**Exploitability. (leads to a range of
activities)

6. Authentic texts are vital because
they:
*Motivate students
*Offer a real context
*Transmit TL cuture
*Prepare students to read outside
the classroom
*Intend to communicate meaning

7. Reading Genres
* They are socioculturally recognizable
communicative events; they have different
organizational and grammatical features.
Ballad, novel, epic poem, menu, shopping
list, tutorial, medical examination, joke,
essay, thesis.
They are typified by:
*Communicative function
*Organizational features
*Syntax and lexis

8. THE ROLE OF THE TEACHER
*Reading involves skills that students must
learn for themselves.
When teaching reading a trouble is that it
is easy to give too much help or help of the
wrong king, so the question is.
What sort of help should we give?
*Provide suitable text
*Provide activities that will focus the
student´s attention on the text

9. THE ROLE OF THE TEACHER
*Teacher must choose appropriate
reading for students
*Teachers may “reconstitute” an
authentic text by adding features
(headings, etc.)
*Teachers need to test and assess
students’ reading ability in some
measurable way
*Teachers provide appropriate pre-
reading activities and ask the right
post-reading questions

10. TEACHER ´S RESPONSIBILITY
*Finding out what students can do and
what they cannot.
*Working out a programme aimed at
giving them the skills they need.
*Choosing tasks and activities to
develop the required skills.
*Choosing suitable text to work on.
*Make sure that everyone improves
steadily according to his own
capalility.

11. THE STUDENT´S ROLE AS
READER
*He should make sense of the text for
himself.
*From the beginning, he must do for
himself everything that he is
capable of doing.
*The most basic thing he has to do is
to associate the printed marks on the
page with the spoken language he
knows.

12. EVALUATING/TESTING READING
How do Teachers test reading?
*By making students read an
authentic text that is unfamiliar but
similar to texts practiced in the
classroom
What should be tested?
*Strategy use & comprehension.

13. Which factors do we take into account
when testing reading?
* Informational background
*Metacognition (how reader
structures comprehension)
* Intent (why we read the text)
* Reader’s language proficiency

14. READING TEST SHOULD
* Assess student schemata as a factor in
test selection
* Include items that reveal a grasp of
intersentential links
* Enable students to demonstrate their
view of textual organization
*Ascertain the reasoning behind the
student conclusions
* Enable students to demonstrate a grasp
of the text’s cultural and authorial
characteristics

15. SETTING THE TASK
1.-Selecting texts.
*Choose text of appropriate lenght.
*Avoid text made up of information
which may be part of candidates general
knowledge
*Assuming that it is only reading ability
which is being tested, do not choose
texts which are too cultural laden.
*Do not use texts which students have
already read.

16. 2.-Writing items
The aim must be to write items which
will measure the ability in which we
are interested.
Possible techniques
*Multiple choice. The candidate
provides evidence of successful
reading by making marks againts one
out of a number of alternatives.

17. *Unique answer. Here there is only
one possible correct response.
*Short answer. When unique answer
items are not possible , short answer
itemas may be used.
*Guided shot answer. In such cases
the desired response can be obtained
by framing the item, candidates have
only to complete sentences.
*Summary cloze.

18. BIBLIOGRAPHY
• Wallace, Catherine. Reading. 1992. Oxford: Oxford University
Press. 161pp.
• * Hughes, Arthur. Testing for language teachers. U.K. Cambridge
Univ. Press. 1989.
• Barnett, Marva A. More than meets the eye: foreign language
reading. 1989. New Jersey: Center for Applied Linguistics &
Prentice-Hall, Inc. 233pp.
• * Nuttal, Christine. Teaching reading skills in FL. Great Britain.
Heinemann. 1982.
* Swaffar, Janet K. & Arens Katherine M. & Byrnes, Heidi.
Reading for meaning: An Integrated Approach to Language
Learning. 1991. New Jersey: Prentice-Hall, Inc. 264pp.