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Understanding in reading by Jocelyne GIASSON De Boeck Université, 1996. Re-edited in 2008. This book offers a model for explicit teaching of understanding.

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Presentation on theme: "Understanding in reading by Jocelyne GIASSON De Boeck Université, 1996. Re-edited in 2008. This book offers a model for explicit teaching of understanding."— Presentation transcript:

1 Understanding in reading by Jocelyne GIASSON De Boeck Université, Re-edited in This book offers a model for explicit teaching of understanding in reading. It synthesizes current research on the subject. We have made a complete summary in a power point presentation! We invite you to read it and reread it!

2 Reading, from theory to practice, De Boeck Université, 3 e ed Please note : To complete this book efficiently, we recommend that you read in parallel the following book by the same author : This book makes a link between theory and practice by offering a series of concrete applications of the model for explicit teaching of understanding in reading. It offers very pratical suggestions for the organisation of teaching reading and offers reader applications from kindergarden up to the moment when the reader becomes a skillful reading strategist. This book isnt summarized here.

3 Jocelyne Giasson, Understanding in reading, De Boeck, 1996 and Forward : This document offers a summary of the book by J. Giasson. It often refers to specific pages because it is impossible to say everything! To go directly to the index

4 One certainty : this document isnt enough to integrate all the contents of the book! It is therefore indispensable to read this document along with the book. You can begin by reading this summary in power point format then read the book, or begin with the book and then go through the summary, or read both at the same time, going between the one and the other, or proceed chapter by chapter, … or any other way you like! Its up to you to find out what suits you best!! Advice on reading : Jocelyne Giasson, Understanding in reading, De Boeck, 1996 and To go directly to the index

5 offers pratical suggestions, answers the question « and concretely, what do I do? » leads to an explanation – answers the question why indicates a comment The symbol Symbols / images used frequently in this document and their meaing : The colours of these images can be different!! indicates a definition The symbol

6 The slides are accompanied by images which are as « speaking » as words are! The chapters go from 1 to 12. To read a chapter, you just have to click on the number of the chapter of your choice. To continue in the power point presentation, always click left as soon as nothing is moving in the slide! To leave a power point document before the end, click on Esc(ape) Jocelyne Giasson, Understanding in reading, De Boeck, 1996 and 2008.

7 The following slides offer the table of contents of the book : its up to you to click on the n° of the chapter that you want to read. The second is more succinct and is in the form of a hub diagram.second The first table of contents is more complete.first table of contents

8 Happy reading. Jocelyne Giasson, Understanding in reading, De Boeck, 1996 and To go directly to the index All of the summaries of J. Giassons book were written and developped as a Microsoft power point presentation 2003 by Hélène Delvaux of the IF BELGIUM Images : clipart on

9 the processes to be carried out by the reader J. GIASSON, Understanding in reading, De Boeck 1996 and Two general chapters to start with : General presentation of the model based on 3 components : reader - text - context. Presentation of teaching reading explicitly : characteristics, steps, etc. Ch. 2 Ch. 1 These introductory chapters are followed by 7 chapters on Next…

10 Going beyond the text (making predictions, getting emotionally involved in the reading, learning to think about a text, to make a judgement, to distinguish between facts and opinions, etc., making a lot of relatively free links with ones own knowledge, etc.) Role of previous knowledge Metacognitive process Readers knowledge Readers knowledge of the skills, strategies, ressources needed to succeed in a reading task Readers ability Readers ability to spot when something isnt understood, what isnt understood, etc. Understanding of each sentence Search for coherence between sentences and statements Search for global coherence of the text Ch.3Ch.4Ch 5 Ch. 8 Ch. 9 Ch. 10 Ch 6Ch 7 J. GIASSON, Understanding in reading, De Boeck 1996 and Informative texts Narrative texts

11 J. GIASSON, Understanding in reading, De Boeck 1996 and Vocabulary and understanding in reading. The space given to questions in teaching understanding in reading. How can students learn to be autonomous in their acquisition of vocabulary ? Should vocabulary be taught systematically? Etc. And to conclude : Ch. 11 Is it always a good idea to ask questions ? What type of questions ? When ? How ? Etc. Ch. 12

12 General presentation of the model : ch 1ch 1 Presentation of teaching reading explicitly : ch 2ch 2 The microprocesses : ch. 3ch. 3 The integration process : ch. 4ch. 4 The macroprocesses : ch. 5ch. 5 The macroprocesses, narrative texts : ch. 6ch. 6 The macroprocesses, informative texts : ch. 7ch. 7 J. GIASSON, Understanding in reading The elaboration process : ch. 8ch. 8 The metacognitive process : ch. 9ch. 9 The role of knowledge for the reader : ch. 10ch. 10 Vocabulary : ch. 11ch. 11 The space for questions : ch. 12ch. 12 The processes which the reader must undertake : General chapters : And in addition :


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