1. Teaching Reading & Writing
Latricia Trites, Ph.D.
Academic Advisor
Fulbright Yilan Project
An outline of the material from chapters 20-21: Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). White Plains, NY: Pearson Education.

2. Terms and Concepts related to Teaching Reading
Bottom-up processing
Top-down (conceptually driven) processing
Schema Theory (background knowledge)
Content Schema
Formal Schema
Strategic Reading
Extensive Reading
Fluency and reading rate
Role of Vocabulary
Role of affect and culture

3. Genres of Written Language
In other words, how many different types of reading do we encounter?

4. Characteristics of Written Language vs. Spoken Language
Permanence
Processing Time
Distance (time and space)
Orthography
Complexity
Vocabulary
Formality

5. What do Good Readers Do?

6. Reading Comprehension Strategies
Identify purpose for reading
Use graphemic rules and patterns to help with bottom-up decoding
Use silent reading to improve fluency (intermediate/advanced)
Skim
Scan
Use semantic mapping
Guess meaning
Analyze vocabulary
Distinguish literal/implied meanings
Use discourse markers

7. Types of Classroom Reading
Oral
Silent
Intensive
Extensive

8. Tips for Teaching Reading
Balance authenticity with readability
Encourage the development of reading strategies
Include both bottom-up and top-down techniques
Use SQ3R method (Survey, Question, Read, Recite, and Review)
Use Prereading, During reading, and Post reading phases
Build Assessment into reading instruction

9. Tips for Teaching Vocabulary
Prepare class time for teaching vocabulary
Teach vocabulary in context
Minimize the use of bilingual dictionaries
Help develop vocabulary learning strategies (guessing meaning)
Encourage “unplanned” vocabulary teaching

10. Reading Tasks Imitative Selective Interactive Extensive Reading aloud
Copying (reproducing in writing)
Multiple choice recognition
Picture-cued identification
Selective
m/c grammar/vocabulary tasks
Contextualized m/c
Sentence-level cloze
Matching tasks
Grammar/vocabulary editing
Picture-cued tasks (choose among…)
Gap-filling (sentence completion) tasks
Interactive
Discourse level cloze
reading comprehension questions
Short answer responses
Discourse editing tasks
Scanning
Re-ordering (sequencing)
Responding to charts, graphs, diagrams
Extensive
Skimming
Summarizing
Responding in essay format
Note taking, highlighting, etc.
Outlining

11. Break-out Activity

12. Terms and Concepts Related to Teaching Writing
Composing vs. Writing
Process vs. Product
Contrastive Rhetoric
L1 vs. L2 Writing
Authenticity of Writing (real vs. display)
Responding to Student Writing
Voice and Identity
Types of Written Language (refer to reading segment)
Characteristics of Written Language (refer to reading segment)

13. Types of Classroom Writing Performance
Imitative
Intensive
Controlled
Guided
Dicto-comp
Self-writing
Journals
Dialogue journals
Display
Real
Academic
Vocational/technical
personal

14. What do Good Writers Do? Focus on Writing Goal (main idea)
Gauge audience
Take time to plan
Let their ideas flow onto paper
Follow general organizational plan as they write
Get and use feedback
Are not fixated on a particular surface structure
Revise their work (willingly & efficiently)
Make as many revisions as needed

15. Tips for Teaching Writing
Teach effective writing strategies
Balance both process and product
Allow for cultural and literary backgrounds
Connect reading and writing
Provide many opportunities for authentic writing
Use prewriting, drafting, revising stages
Provide opportunities for interaction (pair/group work)
Respond to writing sensitively
Provide clear instructions on rhetorical and formal conventions of writing

16. Assessing Writing USE A RUBRIC
Create a checklist to ensure that you FAIRLY evaluate the strengths and weaknesses of the writing, not the character or attitude of the writer.

17. Writing Tasks Imitative Responsive Extensive Intensive
Handwriting letters, words, punctuation
Keyboarding
Copying
Listening cloze
Picture-cued writing exercises
Completing forms/questionnaires
Converting numbers and abbreviations to words
Spelling tasks
One-word dictation
Intensive
Dictation of phrases/simple sentences
Dicto-comp
Grammatical transformation exercises
Picture descriptions
Use vocabulary in a sentence
Ordering task
Short –answer tasks
Sentence completion tasks
Responsive
Paraphrasing
Guided writing (question/answer)
Paragraph construction
Responding to a reading or lecture
Extensive
Essay writing tasks
Task in different types of writing (narrative, description, argument, etc.)
Tasks in genres of writing (lab reports, opinion essays, research papers

18. References
Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). White Plains, NY: Pearson Education.
Richard-Amato, P.A. (2003). Making it happen: From interactive to participatory language teaching theory and practice (3rd ed.). White Plains, NY: Pearson Education.