REPBLICA BOLIVARIANA DE VENEZUELA

UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR

INSTITUTO PEDAGGICO RAFAEL ALBERTO ESCOBAR
LARA

Participantes:
Patricia Villafranca
Antonio Chipana

Maracay, Mayo de 2017

Reading is a language skill which is highly valued by
students and teachers alike. There are several
reasons for this. But first, reflect on and discuss
that:

What are some of the differences between good

readers and poor readers? What can you do to help
the latter improve their reading ability?

What is your approach to teaching reading? Where

does this approach come from?

Introduction
 What is reading instruction like in the
classroom?
How do we teach reading?
Do teachers teach according to principles
derived from research findings?
This presentation attempts to throw light on
the principles and practice of teaching
reading.

Relevance
 To explain reasons for the teaching of
reading.

To show some principles and strategies

to consider when teaching reading.

To reflect on the own pedagogical

practices for teaching reading.

Objectives
Many English students Reading serve various
want to be able to read pedagogical purposes:
for: Information
Pleasure

Language
acquisition
Professional
purposes Model for
writing

Grammar,
vocabulary
and idioms

Why teach reading?

What kind of reading
should students do?
Do you use a lot of authentic materials in your
reading instruction?
What do you think is the role of authentic
materials in developing learners reading skills?
One of the teachers main function when training students
to read is not only to persuade them of the advantages of
skimming and scanning, but also to make them see that the
way they read is vitally important.

What reading skills

should students acquire?
 1. Reading 2. Students
is not a need to be
passive skill engaged with
what they are
reading

3. Students should be
encouraged to respond
to the content of a
reading text, non just to
the language

What are the principles behind

the teaching of reading?
 4. Prediction is 6. Good teachers
a major factor exploit reading
in reading texts to the full

5. Match the
task to the
topic

What are the principles behind

the teaching of reading?
What do you understand is meant by a
reading strategy?

As a reader, what reading strategies do

you use?

Are they equally effective?

Effective instruction in strategic reading entails a number of
classroom processes or moves. There are five (which
overlap to a certain extent) as primary. These are:

1. general strategy discussion

2. teacher modeling
3. student reading
4. analysis of strategies used by the teacher or by
students when thinking aloud
5. explanation/discussion of individual strategies on a
regular basis. (Janzen, 2002 p. 289)

Teaching strategic
reading
Reading strategies can be defined as plans for solving
problems encountered in constructing meaning (Duffy,
1993, p. 232).

Teaching strategic reading

Teaching strategic reading
 Select one or two reading
strategies. Then develop a plan
for teaching the strategy
using the moves outlined by
Janzen.
Example

The teacher has introduced

the topic of attraction. He
asks the students what they
find attractive in a person.

Then, students fill the chart

about what their partner think
is important when he or she
meets a new friend.

The whole class list the

qualities in order of
importance.

What do reading sequences

look like? (Elementary)
Example (part 2)

Students read the text and

compare it to their list.

Pair discussion and answers.

Students have to complete

the following task:

The teacher asks the students

to think of people who they
find attractive (friends, film
stars, etc.) They are then
asked to say what the most
attractive thing about them is.
Notice that this patchwork lesson started with an
Engage activity, then went on to an Activate
exercise (working with a partner), followed by
an Activate reading (do you agree with the
passage?), a Study reading (answer the
questions) before being followed up with
Activate exercises.

What do reading
sequences look like?
In this presentation I offered a summary of some orientations to
teach reading and the implications for practice. As teachers we
often know the theory to improve our students learning but
struggle to put it into practice because most of time external
factors make it difficult. However, our goals have to be to reduce
the gap between research findings and practice, to engage
students and to develop language learning as well as cognitive
aspects. Reading is an important skill which can help us to reach
those goals.

Conclusion
Reading is the
key to learning
Harmer, J. (2001). How to teach English. Edinburgh: Longman.

Richards, J.; Renandya, W. (2002). Methodology in language teaching.

New York: Cambridge University Press.

Universidad Pedaggica Experimental Libertador, (2006). Manual

de Trabajos de Grado de Especializacin,
Maestras y Tesis Doctorales. Editorial Fedupel, Caracas.

References