1. Two types of reading practice ---- reading aloud and silent reading
What is reading？
Two types of reading practice ---- reading aloud and silent reading
The role of vocabulary in reading
Model and principles for teaching reading
Three stages in teaching reading
In communications, a code is a rule for converting a piece of information (for example, a letter, word, or phrase) into another form or representation, not necessarily of the same type. In communications and information processing, encoding is the process by which information from a source is converted into symbols to be communicated. Decoding is the reverse process, converting these code symbols back into information understandable by a receiver.
Decoding: The Connection to Reading Skills
对中国的英语教学来说，长期以来阅读教学一直是非常重要的内容。半个多世纪以来，新中国的英语教学基本以读为主，听说写为辅。这种格局的形成是有其理由的：1.上世纪九十年代以前，社会对英语的需求主要体现在对文本资料的阅读上，对口语的要求并不强烈；2. 阅读是最为便捷的英语学习方式，只要一人、一本、一词典，因此自由、独立、简单易行；3.长期以来外语教学缺乏目的语环境，信息技术远不发达，资料匮乏，通过听的途径进行语言输入没有保证，使读成为最可靠的语言输入渠道。新的时代背景下，信息技术发达，资料丰富，对外交往频繁，对听说的需求剧增；同时，这些新情况进一步巩固了阅读在中国英语教学中的地位，在数量、规模、质量、层次上对英语阅读教学提出了更新更高的要求。因此，阅读的重要地位是不可动摇的。 在强调阅读教学的基础性及不可替代性的同时，还要把听说纳入中国英语教学的基础框架内，推动整个英语教学的发展。
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2. Reading ---- making sense of text
Encoding and decoding: In communications and information processing, encoding is the process by which information from a source is converted into symbols to be communicated. Decoding is the reverse process, converting these code symbols back into information understandable by a receiver.
it suggests that our knowledge and the expectatoins about the world will strongly affect our ability to understand new information by providing a framework within which that new information might fit.
阅读理解是获取语篇意义的过程或者读者从语篇中获取信息的过程。这个个过程中，读者运用已经具备的语言知识、社会文化背景知识和学习策略，通过对书面文字符号的感知、加工进而理解作者的思想情感。 著名语言学家Christine Nuttall认为，作者将自己头脑中的信息编码（encoding），形成语篇（text），读者再把语篇解码，获取信息。作者要把他头脑里的信息（一个主意，一个事实或一种情感）传达出去，让别人理解，他首先必须把信息形诸于文字，即编码，作者亦被称为编码者。作者一旦完成了编码过程，信息就以语篇的形式存在于作者的头脑之外。阅读过程则是一个解码过程。作者要传达的信息进入读者头脑，交际过程随之完成。
图式论认为，任何语言材料，无论是口头的还是书面的，本身无意义，它只指导听者或读者如何根据自己原有的知识，恢复或构成意思。图式是人头脑中存在的知识的单位。根据这一理论，阅读理解首先是输入一定的信息，然后在记忆中寻找能够说明这些信息的图式，当作以说明这些信息的图式被找到以后，就产生了理解。简而言之，图式是人脑中先前知识的结构，是一种背景知识。
signpost 标记，路标
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3. Utterance of every word Silent
Reading aloud
Silent reading
Manner
Utterance of every word
Silent
Speed
Usually slow
Usually fast
Purposes
Usually for sharing infor., for appreciation or memorization sometimes
For getting information and sometimes for pleasure
Skills involved
Pronunciation and intonation
skimming, scanning, predicting, understanding references, making inferences, evaluating…
Form of activity
Collective activity
Individual activity
Level of difficulty …
Easy to manage as it can be observed and heard
Difficult to manage
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4. Efficient reading begins with a lightening-like automatic recognition of words. (Day and Bamford, 1998)
For developing students' reading skills, the first obstacle is often the vocabulary. Therefore, at the beginning stage, it is important for teachers to realize that helping our students to expand their sight vocabulary is quite important. In other words, only when they are able to quickly recognize the English words that comes to their sight and make a connection between these words and their meanings, can they have space in their brain to process meaning as a whole. If they have difficulty processing every new word their short term memory will be fully occupied with all the individual words, therefore leaving no space for them to process meaning.
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5. Sight vocabulary
---- Words that you can recognize with both sounds and meanings without special effort from your brain
The best way to develop vocabulary is to read a great deal since repetition of new words helps in changing newly learned words into sight vocabulary.
But remember, possessing a large sight vocabulary is a necessary but not sufficient condition for effective reading comprehension.
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6. Some principles for teaching reading (p.184)
Models for teaching reading
Bottom-up
Top-down
Interactive
1. 在阅读讲授或激活学生关于阅读话题的重要词汇和背景知识。
2. 提前清晰地下达阅读任务，这些任务必须以激发学生的理解为目的。
3. 阅读任务的目的应该在于提高学生的阅读技巧而不是检查他们的阅读理解。
4. 教师应该不仅仅帮助学生阅读某一篇文章，而是帮助学生发展他们总体的阅读策略和阅读能力。
5. 教师应该帮助学生进行独立阅读，随着学生的进步逐渐减少指导，直到学生成为独立的阅读者。
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7. Bottom-up model
In teaching reading, the teacher basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model.
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8. Top-down model
in teaching reading, the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top- down model. Just as Goodman (1970) once said reading is “a psycholinguistic guessing game”.
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9. Interactive model
The current theory views reading as an interactive process. That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors interact with each other and compensate for each other.
One’s general knowledge about the world and about text types are known as schemas.
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10. The schema theory:
The basic principle behind the schema theory is that texts themselves, whether spoken or written, do not carry meaning. Rather they provide signposts, or clues to be utilized by listeners or readers in reconstructing the original meanings of speakers or writers. Reading comprehension is thus an interactive process between the reader and the text.
Efficient comprehension requires the ability to relate the textual material to one’s own knowledge. Comprehending words, sentences, and entire texts involves more than just relying on one’s linguistic knowledge. Every act of comprehension involves one’s knowledge of the world as well.

11. Pre-reading activities ---- Pooling together the existing knowledge about the topic, creating expectations (predicting contents) and arousing student’s interest about the topic
Predicting
Predicting based on the title
Predicting based on vocabulary
Predicting based on T/F questions
Setting the scene
Skimming
Scanning
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12. While-reading activities ---- focusing on the process of understanding
Information transfer activities
Reading comprehension questions
Understanding references
Making inferences
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13. Post-reading activities
Discussion
Role-play
Retelling
Gap-filling
Writing
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