Reading Process From Understanding To Teaching

The Reading Process from understanding to teachingThe reading process –a transactional viewReaderTransactionTextImmediate situational contextsBroader sociolinguistic contextsSource: Weaver C, 1988Reading Behaviours of a Proficient Reader Develops anticipation; activates prior knowledge Decodes and samples with sufficient speed Predicts as he reads Reads on, re-reads, confirms or correctsReading problems of our students as novice readers Little anticipation Read word by word Got stuck with a difficult word and give up reading Skip difficult words and read on despite loss of meaning Seldom re-read and self-correctThe Cueing Systems of the English Language1. Graphophonic cues2. Semantic cues3. Syntactic cuesGraphophonic Cues (Visual) Letter-sound correspondencesQuestions to ask: Do I know the beginning / ending sounds? Are there pronounceable parts? Do I know any words of similar spelling?Semantic Cues (Meaning) context of the sentence / passage background knowledge / prior experienceQuestions to ask: What word would fit the meaning here? Does this word make sense?Syntactic Cues (Structural) grammatical patternsQuestions to ask: What word would fit into the structural pattern here? Does it sound like English?Miscues – What caused them?I can sleep those hiccups.(stop)Elephant gives it a toy.(try)I can‟t do out and I have nothing to do. (go)Can I read you a story, mum? // No, I‟m tiger. (tired)Grandma makes a hot in the castle.(hole)Miscues – What caused them?All animals are sleep.(sleeping)As the animals go back to sleep. (All)Do you want to do you homework?(your)