Teaching Reading

Main focus/summary/general idea of the text.

• While-reading

• Bottom-up processing

• Gist

Reading the text carefully to extract the information in it.

• Scanning

• Skimming

• Pre-reading

•      Brainstorming vocabulary

•      Talking about the topic

•      Looking at pictures and guessing what comes in the text

Guessing the content by looking at the title

• Post-reading activities

• Extensive trading

• Pre-reading activities

examine illustrations

•    read the title and make inferences from it

•    use their knowledge of the world

•    personal identification

•    guessing/predicting and evaluate the guesses

• Top-down strategies

• Intensive reading

• Bottom-up processing

Terminology related to a specific subject/context

• Gist

• Schema

• Interactive-compensatory processing

Both bottom-up and top-down processing are required for successful reading

• Interactive-compensatory processing

• While-reading activities

• Post-reading activities

•      identify the grammatical category of words

•      recognize cognates

•      continue if unsuccessful at decoding a word or phrase

•      guessing/predicting and evaluate their guesses

•      demonstrate sensitivity to differences in L2 e.g. word-order

•      use of content schemata

re-reading

• Post reading activities

• Top-down strategies

• Bottom-up strategies

Students choose texts and read for pleasure and general language improvement

• Extensive reading

• Pre-reading

• while reading

•      Read and answer MCQs.

•      Read and write answers.

•      Read and order the paragraphs/sentences.

•      Read and match the sub-titles with the sections of the text.

•      Read and guess the meaning of unknown words.

•      Read and understand the hidden meaning.

•      Read and summarise.

Read and paraphrase.

• Post reading

• Pre-reading

• While-reading activities

Teacher chooses texts for students to read

• Intensive reading

• Pre-reading

• Post reading