COD 2008 - PS34

Reading Comprehension - A window to the mind and the environment

Primary and Secondary Teachers.

3 sessions, start: 12-Apr

Course detail

Year: 2008
Level: Primary / Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Mónica Beatriz Cuello
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 120.00

Sessions

Sessions Dates Start Finish
1 12 April 2008 09:00 am 12:00 pm
2 26 April 2008 09:00 am 12:00 pm
3 10 May 2008 09:00 am 12:00 pm

Facilitator/s

Mónica Beatriz Cuello

Mónica Cuello, graduate teacher of English from ISP “Pbro. Dr. A. M. Saenz”, Licenciada en Inglés from Universidad Nacional del Litoral, belongs to the team of Literature lecturers at the English Speaking Scholastic Association of the River Plate Centre. She has been a lecturer of Literatura Inglesa II at Universidad Nacional del Litoral and has taught IGCSE and IB literature at secondary schools. At present she teaches Language and Written Expression I and Language and Culture IV at ISP Saenz. She is also a tutor of English Language III and IV and Literatura de los Países de Habla Inglesa I and II at the Universidad Nacional de Lanús.
Primary and Secondary Teachers.
- Studying two different models of reading. - Analyzing and reflecting on our practice. - Changing (if necessary) our approach to texts.
Session 1 Triggering questions: - What is reading? Reading is a receptive language process. It is a psycholinguistic process in that starts with a linguistic surface representation encoded by the writer and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought. (Goodman) - How do we learn to comprehend? - To what extent does the reader's schema facilitate or impinge on the capacity to understand a text both in L1 and L2? - Are the reading habits transferred from L1 to L2? - Do sociocultural variables and attitudes towards reading influence the reading comprehension process? Presentation of the models of reading: Goodman's Transactional - Sociopsycholinguistic Model (1984) This model views reading as a constant making and remaking of hypothesis, where there is an ongoing interaction among the reader, the writer and the text. Ruddell and Unrau's Sociocognitive-Process Model (1989) Reading is a meaning - construction process that enables us to create carefully reasoned as well as imaginary worlds filled with new concepts, creatures and characters. School-based reading: efferent or aesthetic? - Rosenblatt has noticed that school based reading often focuses on efferent reading. - We may agree with Rosenblatt that this emphasis on an efferent stance may diminish the value the subjects assign to the texts. Session 2 Planning a text-based reading lesson: - Aims of the lesson: the sts. will be reading the lines (literal meaning), reading between the lines (inferred meaning) and reading beyond the lines (critical evaluation of the text). - Text selection: Expository or narrative. - Comprehension tasks: these will be selected according to the aim of the lesson. - Assessment of the sts. performance both by the teacher and the st. Considering aspects such as motivation and stance. Session 3 Aspects to consider when testing: - Why testing? - What to test? - How to test? Designing a test according to the guidelines provided in Session 2. Discussion of results: positive and negative aspects of the testing instrument.
The presentation will be interactive, we will consider what the audience tells us and then we'll present the models of reading and our approach to it. In the last session we will aim at material design, as a way to put into practice what has been discussed.
- Alderson J. C. (2001). Assessing Reading. Cambridge University Press: Cambridge. - Carell P., Devine J. and Eskey D. (1998) Interactive Approaches to Second Language Reading. Cambridge University Press: Cambridge. - Davies F. (1995) Introducing Reading. Penguin: London. - Goodman Ken (2005) Making Sense of Written Language: A lifelong journey (Document included in Appendix VI). - Kramsch C. (1998) Language and culture, Oxford University Press: Oxford. - Levinson, S. (1983) Pragmatics. Cambridge University Press: Cambridge. - Nuttall. C. (1996) Teaching Reading Skills in a Foreign Language, Heinemann: Oxford. - Pinker S. (1994) The Language Instinct. Penguin Books: London. - Ruddell R., Ruddell M. & Singer H. (1994) Theoretical Models and Processes of Reading. International Reading Association: Newark. - Scovel T. (1998) Psycholinguistics. Oxford University Press: Oxford. - Seculi, N. & Lembo, M. (ed.) (2006) XXXI FAAPI CONFERENCE, Multiple Literacies - Beyond the Four Skills, Conference Proceedings. - Stubbs, M. (1999) Conceptual schemas and lexical schemas: on inference theories and code theories at http://www.unitrier.de/uni/fb2/anglistik/faculty/stubbs/schemas.htm - Trudgill P. (1974) Sociolinguistics. Penguin Books: London.
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