Teaching reading and writing

 " Teaching Reading and Writing"


Reading is a process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language and the context of reading situation. There are several factors that influence reading in a second/foreign language:

·       Cognitive development and learning style orientation at the time of beginning second/foreign language. 

·       First language metalinguistic knowledge
·       Second/foreign language proficiency
·       First language and a second/foreign language degree of differences
·       Cultural orientation

So, the concern of teaching reading might be schema activation to make sense of new information in light of what they already know, and to, make necessary connection between the two. The second one is vocabulary development, is an important factor contributing to reading comprehension. To improve comprehension, it will be done through wide reading approach, direct direction and superficial instruction. For basis choosing words for vocabulary development we need high frequency words, academic words/content area words, literary words and low frequency words. The third is comprehension development, for improve interaction we need reader, text and context must be taken into consideration. The fourth one is understanding text organization, helps students to have a blueprint for constructing a situational model of a story or information piece. Students need to learn text types (narrative or expository), genre, hierarchy of ideas in exposition, significant details in narrative and expository text and use of graphic organization. Then the last is application, can helps readers see the relevance of learning in their own life, or appreciate the nature of their environment.

There are several principles for designing effective and interesting reading lesson:

  • ·       Reading material are interesting for the students
  • ·       The major activities of the reading lesson are students reading text.
  • ·       Activities and exercise reflect the purposeful, task-based interactive nature of real reading (predicting, hypothesizing and revising ideas about what was read)
  • ·       Activities and task allow the learners to bring their knowledge and experiences to the reading passage.
  • ·       Instructional activities have TEACHING rather than testing focus.
  • ·       A variety of different reading activities are used during each lesson
  •        (to maintain interest, motivation and pace)
  • ·       Lesson should be divided into pre-reading, during reading and post reading.

Some strategies in teaching reading for vocabulary development: structural analysis, context clue, intensive/extensive reading and the last pleasure reading.

For activating prior knowledge is design to determined what students already know about the topic that is going to be studied. Procedure, before beginning a text, discuss the topic that will covered. Assessment, discuss each question and determined from students answer which students need additional information before beginning a lesson. Anticipating guide, allows students to consider thoughts and opinions they have about various topic in order to create an interest in the material that is being covered and to establish a purpose for reading the material.

 

Writing is among the most complex human activities, it involves the development of an idea, the capture of mental representations of knowledge and of experiences with subject. The writer needs to know in order to write effectively when undertaking a specific task:

  •       i.         Content knowledge: knowledge of the concepts involved in the subject area
  •      ii.         Content knowledge: knowledge of the context in which the text will be read
  •    iii.         Language system knowledge: knowledge of those aspects of the language system necessary for the completion of the task
  •    iv.         Writing process knowledge: knowledge of the most appropriate way of preparing for a specific writing task.

Writing theories:

Ø  Writing as a social and cultural phenomenon

Ø  Writing as a cognitive activity

 

 References: 

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. MIT Press.

Bangert-Drowns, R.L., Hurley, M.M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A metanalysis. Review of Educational Research, 74(1), 29–58.

Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50.

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