1. READING AS A STRATEGIC PROCESS ARGEMIRO AMAYA BUELVAS Especialista en ELT C. Magister in Education

2. READING AS A STRATEGIC PROCESS 1. What’s reading? 2. Why do we read? 3. Skills Vs Strategy 4. Metacognitive skills – Metacognitive Process _ The Importance and dimensions of Metacognitive ability 5. A Reading Strategy List 6. Exercise – SCANNING

3. READING AS A STRATEGIC PROCESS References Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. (pp. 10-14). C.U.P. Alderson, J.C. (2000) Assessing reading. C.U.P.

4. READING AS A STRATEGIC PROCESS Chapter Three REASEARCH INTO THE ASSESSMENT OF READING Alderson, J.C. (2000) Assessing reading. (pp. 85-115). C.U.P.

5. READING AS A STRATEGIC PROCESS Chapter Three This chapter will address the question: How do we know what affects the assessment of reading?

6. READING AS A STRATEGIC PROCESS “poor readers do not possess knowledge of strategies, and are often not aware of how or when to apply the knowledge they do have. They often cannot infer meaning from surface-level information, have poorly developed knowledge about how the reading system works, and find it difficult to evaluate text for clarity, consistency and plausibility” Alderson, (2000, p. 41). “Readers’ knowledge influences process, product, and recall” (p. 34)

8. Types of Questions

9. Testing Skills

11. Text length6. Exercise – SCANNING

12. READING AS A COGNITIVE PROCESS “reading is the construction of meaning from a printed or written message” Day and Bamford (1998, p. 12). Reading strategies “construction” Reading comprehensionskills “Metacognition “efficient word recognition seems to be a necessary but not sufficient condition for good comprehension” (p.13).

14. Comics.

15. Scanningthe TV.

16. Skimming a magazine. (whetheritmeritscloseattention)

17. Novels.

18. Reading aloudchildren.

19. Adsorbingthesubtitleswhilewatching a movie.

20. Glancing at your notes as yougive a peech.“automaticrecognition of a wordallows lexical access” (p.13).

23. RESEARCH INTO THE ASSESSMENT OF READING Then, What can be done? In the words of Shohamy (1984) cited in Alderson (2000), she found that “questions in 1L were easier than the same questions translated into the 2L” (86). She speculates that: -Reduced anxiety, especially among low-level learners. -More authentic in thatstudents are likelytoaskthemselvesquestions of L2 text in theirfirstlanguage.

24. RESEARCH INTO THE ASSESSMENT OF READING “Ifthe test population has a number of differentfirstlanguage, theonlypracticalsolutionistohavesimply-wordedquestions in the target language” (p.86).

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