Reading in Language Learning Notes
Why Teach Reading?
Reading is crucial for English language learners as it enhances their overall language skills.
It is the most effective way to build vocabulary knowledge.
Reading independently helps students progress in their English development.
Exposure to language through reading exponentially increases learning.
Upper-level students (B2 and C1) typically know significantly more vocabulary and grammar than formally taught, sometimes around 10,000-word families, often needed for English-speaking universities.
Reading for Beginners
Some students may struggle with reading, either not knowing the Roman alphabet or lacking literacy skills in any language.
For these students, reading involves associating visual symbols with sounds and meanings.
Reading Processes:
Readers use word shapes, first, and final letters to aid interpretation.
Top-down processing: Using overall text meaning to understand individual words, incorporating general and cultural knowledge.
Bottom-up processing/decoding: Analyzing physical marks (letters) to form words, sentences, and then understanding paragraphs and whole texts.
Most readers combine both processes.
Bottom-up: Decoding symbols.
Top-down: Using general knowledge.
Vocabulary Building
Extensive reading effectively builds vocabulary knowledge in both first (L1) and second (L2) languages.
This creates a cycle: wider vocabulary makes reading easier, which in turn expands vocabulary and improves reading skills.
Extensive vs. Intensive Reading/Listening
Encourage extensive reading and listening by helping students choose appropriate texts.
Extensive Reading: graded readers, recommended books/magazines aligning with interests, library use, e-readers.
Extensive Listening: audio versions of books, podcasts, audiobooks, radio programs, authentic content like TV shows, songs, documentaries, films.
Independent Reading
The subject of independent reading is less important than engagement.
Material should be of interest of the student.
Forcing students to read uninteresting classics is not valuable.
Language Acquisition Through Exposure
Proficient L2 learners acquire vocabulary and grammar beyond formal instruction.
Exposure to the language is a key element in language acquisition.
Motivating students to read helps them acquire a broader range of vocabulary and grammar.
Diverse Student Backgrounds
Students may come from various literacy backgrounds.
If students are not confident in their L1, carefully consider reading expectations in English.
Use age-appropriate materials regarding content.
Types of Reading
Reading styles vary depending on the type of text and purpose.
Extensive Reading
Reading longer texts quickly for pleasure and general meaning.
Intensive Reading
Careful, detailed reading for specific purposes (e.g., answering comprehension questions).
How Do We Read?
Reading involves both top-down and bottom-up processing.
Top-Down Processing
Using existing general knowledge to understand written text.
Bottom-Up Processing
Understanding language from basic units (letters, sounds) to the whole text.
Purpose of Reading
Readers seek specific information and prioritize relevant parts of the text.
Even incorrect predictions aid in navigating the text.
Readers Have a Reason for Reading
Reading is driven by a purpose, whether serious or casual.
The purpose influences how we read, guiding our attention to relevant information.
Learning to Read: Cohesive Devices
Relationships between text parts, marked by conjunctions, aid understanding.
Cohesive devices include discourse markers (nevertheless, therefore), demonstrative and personal pronouns, and articles.