2. Purposes of Reading
ā¢ To search for simple information
ā¢ To skim quickly
ā¢ To learn from texts
ā¢ To integrate information
ā¢ To write (or search for information needed for
writing)
ā¢ To critique texts
ā¢ For general comprehension
3. To search for simple
information & to skim
ā¢ Typically scan the text for a specific information
or a specific word (e.g. a telephone directory to
find key information)
ā¢ To skim sampling segments of the text for general
understanding
ā¢ A combination of strategies to find the location of
the information and use basic reading
comprehension skills to obtain a general idea
about the text
4. To learn from texts
ā¢ Typically occurs in academic/professional
contexts to learn a considerable amount of
information from a text.
ā¢ To remember main ideas & details of the main and
supporting ideas in the text
ā¢ Recognize and form rhetorical frames
ā¢ Link the text to the readerās knowledge base
ā¢ Carried out at a slower reading rate
ā¢ Makes stronger inferencing demands to connect
the text information with background knowledge
5. To integrate information,
write & critique texts
ā¢ Requires critical evaluation of the
information to decide what information to
integrate and how to integrate it for the
readerās goal
ā¢ Requires abilities to compose, select &
critique information from a text
6. For general comprehension
ā¢ Requires very rapid and automatic
processing of words, strong skills in
forming a general meaning representation
of main ideas, efficient coordination of
many processes
7. Reading Strategies
ā¢ Specifying a purpose of reading
ā¢ Planning what to do/what steps to take
ā¢ Previewing the text
ā¢ Predicting the contents of the text or section of text
ā¢ Checking predictions
ā¢ Posing questions about the text
ā¢ Finding asnwers to posed questions
ā¢ Connecting one part of the text to another
ā¢ Paying attention to text structure
8. Reading Strategies
ā¢ Rereading
ā¢ Guessing the meaning of a new word from context
ā¢ Using discourse markers to see relationships
ā¢ Checking comprehension
ā¢ Critiquing the author
ā¢ Critiquing the text
ā¢ Judging how well objectives were met
ā¢ Reflecting on what has been learned from the text
9. Processes in fluent reading
comprehension
ā¢ a rapid process
(200-300 words per minute)
ā¢ an efficient process
(coordinated & carried out automatically)
ā¢ an interactive process
(recognizing words & analyzing sentence structure to find
clause-level meaning, finding main ideas, monitoring
comprehension, etc; linguistic information from the text
and background knowledge)
10. THE EXAMPLES
ā¢ John is willing to help
ā¢ John is difficult to help
ā¢ John is willing to help someone
ā¢ John is difficult for someone to help
11. Processes in fluent reading
comprehension
ā¢ a strategic process
(recognize processing difficulties, address imbalances
between text information & reader knowledge, & make
decisions for monitoring comprehension and shifting goals
for reading)
ā¢ a flexible process
(adjust with the changing purposes and ongoing
monitoring of comprehension)
ā¢ an evaluating process
(must decide if the information is coherent and matches the
purposes of reading; readerās motivation, attitudes,
feelings, expectation
12. Processes in fluent reading
comprehension
ā¢ a purposeful process
(different ways based on different purposes; motivation is
triggered by individual tasks or purposes)
ā¢ a comprehending process
(to understand a text)
ā¢ a learning process
(to learn new information through reading)
ā¢ a linguistic process
(not a reasoning process, understanding linguistic elements
is important for text comprehension)
13. Reading processes
occurring each & every two
seconds we read
ā¢ Focus on and access 8 to 10 word meanings
ā¢ Parse a clause for information and form a meaning unit
ā¢ Figure out how to connect a new meaning unit into the
growing text model
ā¢ Check interpretation of the information according to their
purposes, feelings, attitudes, and background expectations,
as needed
ā¢ Monitor their comprehension, make appropriate
inferences, shift strategies and repair misunderstanding, as
needed
ā¢ Resolve ambiguities, address difficulties and critique text
information, as needed
14. Models of reading
Metaphorical models of reading
ā¢ Bottom-up models
ā¢ Top-down models
ā¢ Interactive models
Specific models of reading
ā¢ Psycholinguistic Guessing Game Model
ā¢ Interactive Compensatory Model
ā¢ Word recognition models
ā¢ Simple View of reading Model
15. Bottom-up models
ā¢ All readings follows a mechanical pattern in
which the reader creates a piece-by-piece mental
translation of the information in the text, with little
inference from the readerās own background
knowledge.
ā¢ The reader processes each word letter-by-letter,
each sentence word-by-word, and each text
sentence-by-sentence in a linear fashion.
16. Top-down models
ā¢ Primarily directed by reader goals and
expectations.
ā¢ The reader has a sets of expectation about text
information & samples enough information from
the text to confirm or reject.
ā¢ The reader directs eyes to the most likely places in
the text to find useful information
17. Interactive models
ā¢ Take useful ideas from a bottom-up perspective
and combine them with key ideas from a top-down
view.
ā¢ Word recognition needs to be fast and efficient,
but background knowledge is a major contributor
to text understanding.
ā¢ Highlight the number of processes, particularly
automatic processes, being carried out primarily in
a bottom-up manner with little interference from
other processing levels or knowledge resources.
18. Psycholinguistic Guessing
Game Model
ā¢ A universally applicable interactive process of (a)
hypothesising, (b) sampling, and (c) confirming
information based on a background knowledge,
expectations about the text, a sampling of surface
features of the text and context information from
the text.
19. Interactive Compensatory
Model
ā¢ Readers develop efficient reading processes.
ā¢ Less automatic processes interact regularly.
ā¢ Automatic processes operate relatively
independently, and
ā¢ Reading difficulties lead to increased interaction
and compensation, even among processes that
would otherswise automatic.
ā¢ Using context clues to understand a text better or
to decide what a word means is a compensatory
strategy when normally expected abilities break
down, or have not been developed.