oral

Questions while teaching in the class

written 1. Questions
Discussion

oral-written

Eg: is it clear?
during teaching
do you get it?
2. Teaching Questions/ Testing questions
in examination, assignment, test....
Mental process
look for information in the texts "COGNITION"
"FACTS" 1. Factual involved in any kind of learning
A higher level activity
directly available when we look at the skills, especially Reading

inferring from the context "Read between the lines" 2. Inferential

basically cognitive in nature
personal feelings Evaluation
Three types of Q All skills
choices
bring
knowledge
journal - ELIJ
Reading research quarterly
experience
"Read beyond the lines" 3. Evaluative
deduce
ELTJ
deduct context - not available directly in the text-
TESOL
assume
Journal for reading skills Language learning
Every question should have very clear OBJECTIVES
JEFL

introducing theme
Looks at the END product of reading
interest
How much, how well are on understand
purpose 1. Product view
Comprehension or 1. (+) comprehension Complete comprehension
need to do something
WHAT happens at the RESULT of the reading no comprehension
2. (+, -) comprehension partial comprehension
identification
Motivation 1. pre-reading stage
3. (-) comprehension Nill (Zero) comprehension
curiosity
HOW does one read?
activates thinking
Questions
Two views of reading HOW to manage to comprehension?
provokes related framework
information in the text is already available in our cognition and
meaning captured
no pat of the text is new or unknown, unfamiliar
complete,
Stages
guessing approximation 1. TOP-DOWN PROCESS total comprehension
information flows from the cognition, storage and
checks with the text and finds that the text is already familiar
2. reading stage 2. Process view
some parts of the text are known
3. post reading stage partial unsuccessful,
2. INTERACTIVE PROCESS partial successful comprehension
while reading, we can GUESS "MEANING" of the unknown
4. teaching reading class room
Reading skills (RG) some parts of the text are new with the help of contextual clues.

no part of the text is known and everything is new

Comprehension starts form the text and
Detailed text
3. BOTTOM-UP PROCESS moves towards the cognition storage
unless, the words, expression, concepts, etc given in the text,
to teach vocabulary, grammar, reading, writing become known and familiar, comprehension will not take place
1. Intensive Reading
to give a close knowledge of the details

teaching everything slow + comprehension How do we understand reading?

two types
non-detailed text What is reading?

for reading, for pleasure, enjoyment How does one read and understand?
2. Extensive Reading
Eg: newspaper, page How does one fail to read and understand?
for general information SKIMMING
learn how to guess meaning Who is a good Reader?
fast + comprehension, rapid reading
Eg: film, theater, time for specific information SCANNING Who is an average of poor reader?

in general
in specific
all adult reading is silent reading,
+ speed comprehension, not disturb
sub-vocalization
1. Global comprehension Why, how some one become a poor, average and good reader,
Reading Comprehension what are the factors affect reading?
Questions
2. Local comprehension
Reading (types) Can one improve reading skills?
Reading silently
Can one become better reader, how?
skill
reading aloud Why can't become better reader?
Reading activity
Is reading skill essential? useful activity?
Mechanics
index finger Will there be problems, if I do not reading?

natural group chunks of information LSRW - are interlinked?

EYE-SPAN
Meaningful chunks
involves a number of activities
a complex process
who has words, syntax, meanings Inter-related process (Cyclical process)

previous knowledge 1. Every Reader uses his/her own cognition in reading What is comprehension?

Social knowledge How does comprehension take place?

Readers 1. Location of a piece of information

A set of ideas from experience "COMPREHENSION"
SCHEMA 2. A reader brings "A Lot of Information" into his reading
produce "SCHEMATA" 2. Recognition

3. Reading

The result of several "PROCESS" 4. Re-organization

5. Integration

6. Evaluation

7. Relocate Information