Diapositiva 1

UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGGICO DE CARACASSubdireccin de Investigacin y PostgradoSubprograma de Enseanza del Ingls como Lengua Extranjera

Authors: Albis Tovar Csar RivasEdgar LenLisbeth Belisario

Reading ComprehensionCaracas, February 20101Definition of Reading Comprehension

2

CapacityPerceiveUnderstand

3Definition of Reading Comprehension

MeaningPerceiveUnderstand

4Readers

TextComprehensionMeaning

5Definition of ReadingAccording to different authorsKenneth Goodman and Frank SmithProposed reading as a process of constructing meaning rather than obtaining meaning from the print.

Meanings constructed are dependent on the readers`knowledge, experiences, perspectives and strategies.6 Goodman (1976) He states that reading could be characterized as a psycholinguistic guessing game.

Through this process of Trial-and-Error, the reader confirms the prediction and integrates it into his schemata.7 Schema Theory According to this theory, schema is the technical term used by cognitive scientists to describe how people process, organize and store information in their heads.

Schemas are seen as cognitive constructs by which information is organized in our long-term memory (Widdowson, 1983).8 Schemata Content Formal Knowledge about the subject matter of a text.It depends on the reader. Knowledge about the structureof a text

9 Schema Theory According to this theory, Carrell (1984) states that prior knowledge of content and formal schemata enable readers to predict events and meaning as well as to infer meaning from a wider context.10 Smith (1985) Focused on the interaction between readers and the text as well as the tradeoff phenomena between visual and non-visual information.Reading depends more on what is behind the eyes than on the visual information in front of them. Visual and non-visual information are essential to the reading process.11

12Top Down and Bottom Up Approaches

Top = Previous knowledge and expectations of the reader.

Down = The reader works down to the printed stimulusI have some knowledge about this topicThis article is about insects, Therefore I can make a prediction about it13Top Down and Bottom Up Approaches Insights that are foundational to this top-down model:

Language, reading included, must be seen in its social context. Competence must be separated from Performance: Competence = what readers are capable of doing Performance : It is the observable result of the competence. Language must be studied in process. Language must be studied in its human context.

14Top Down and Bottom Up Approaches Top-Down Applications: (Eskey & Grabe) Two approaches: The reading lab approach: students make their own choices of reading material from among a wide selection of appropriate texts.

The content-centered approach: the teacher provides for interesting reading in sufficient quantity; a lot of information on a subject for the class as a whole to explore at some depth.

15

Top Down and Bottom Up Approaches The Bottom Up (Serial) Approach (LaBerge & Samuels, MacWorth) The "bottom up" approach stipulates that the meaning of any text must be "decoded" by the reader and that students are "reading" when they can "sound out" words on a page. (Phonics) . It emphasizes the ability to decode or put into sound what is seen in a text.

16

Top Down and Bottom Up ApproachesBOTTOM : Printed StimulusUP : Higher level stages

17Top Down and Bottom Up Approaches Problem:

According to Eskey (1973), the decoding model is inadequate because it underestimates the contribution of the reader who makes predictions and processes information. It fails to recognize that students utilize their expectations about the text, based on their knowledge of language and how it works. (p. 3)

18Top Down and Bottom Up Approaches Bottom-Up Implications for the SL Classroom: (Carrell p. 240-244) Grammatical skills: cohesive devices are very important. Vocabulary development and word recognition have been recognized as crucial to successful bottom-up decoding skills.Teachers must become aware of the cross-cultural differences in vocabulary and how meaning may be represented differently in the lexicons of various languages.

19

Interaction of Bottom-up and Top-down Processing of Information.

20

Top - downBottom -upInteraction

TextTextTextTextTextText21Top-downBottom-up

Meaning of a text22

Top-downBottom-upEnsureAccurateRapidProcessing of Info.23

GoodAutomatic Decoding24Second Language LearnersneedhelpDecoding25Interactive modelLacksMaterialssuplementTOpBottom ESLEFL26

Instructional Programs

instructionsUnderstand27

Reading theories

Meaning

InfoPrintContextExperiencePrior Knowledge28

Skilled ReaderPurpose29

30

The InteractiveModel

31How long does it take you to read? X P T A Q E W T Jam hot pin call did tap son tickHow quickly can you read and understand this?

32Read QuicklyThe handsome knight mounted his horse, and galloped off to save the beautiful princess. On and on, over mountains and valleys, until his galloping house was exhausted. At last he dismountedWhere was the dragon?

33

Bottom-Up ConcernsIdentification34Top-Down Concerns

Global MeaningSchemaInterpretation

35The continuous interaction

Bottom-UpTop-Down

The Interactive Model36

Decoding37

Discussing the topicArousing ExpectationsSituationsText

38

Top-DownBottom-Up

39

SkillsKnowledge

40ReferencesCarrell, P.; Devine, J.; Eskey, D. (2000).Interactive Approaches to Second Language Reading. Cambridge University Press.

Gascoigne, C. (2005). Toward an Understanding of the Relationship between L2 Reading Comprehension and Grammatical Competence. [Article on Line] Available in http://www.readingmatrix.com/articles/gascoigne/article.pdf [Consulted: 2010, February 18]

-Salem, N. (2007). Teaching Secong Language Reading from An interactive Perspective. [ web site ] available in http: / nandab.tripod.com/. [consulted: 2010, February 18].

-Villanueva, E. (2006). Applying Current Approach to the Teaching of Reading. Revista Forum, Number 1, Pag. 8-14.

41

42