1. Reading in a Second Language Ch. 11 & 13 Patrick Sitima Keisuke Murahata

2. Becoming a Strategic Reader : CHAP.11 One who automatically and routinely applies a combination of effective and appropriate strategies depending on: 1. Reading goals 2. Reading tasks 3. Strategic processing abilities. 4. Aware of his /her comprehension effectiveness-- relation to reading goals. 5. Applies sets of strategies appropriately to enhance comprehension- difficult tasks.

3. Becoming a Strategic Reader (Ch. 11) COGNITIVE STRATEGIES Strategies that a reader is trained to use/ Teachers could use these to support the development of reading.  Guessing from the context  Noting a discourse organization  Skipping a word  Identifying a main idea  Forming a questions about an author  Identifying a known word part.  Recognizing a transitional phrase

4. METALINGUISTIC AWARENESS & STRATEGIC READING  The ability to reflect on language knowledge & structure & Being able to act on or manipulate that knowledge consciously.  Helps readers to : 1. Check factual statements 2. Rethinking a prior inference 3. Noticing a discourse signal 4. Recognizing the organization of a text segment 5. making a new prediction. Rereading a prior sentence The above points help readers to enhance or restore information.

5. ACTIVE ENGANGEMENT IN READING ENTAILS...  Make reading planbefore reading/ as they start reading.  They know why they are reading.  They often preview the text  Activateprior knowledgein appropriate ways.  Form predictionsabout the text  Read selectivelyaccording to goals  They identify important information  They build main-idea summaries  They read carefully in key places.

6. VOCABULARY AND READING COMPREHENSION (CH. 13)  Reading and vocabulary relationship  Strongly correlated  “… vocabulary growth leads to improved reading comprehension.” (Stanovich, 1986, 2000)

7. VOCABULARY AND READING COMPREHENSION (CH. 13) 1. Orthography 2. Morphology 3. Part of speech 4. Pronunciation 5. Meanings 6. Collocation 7. Meaning Association 8. Specific use 9. Register What does it mean to know a word? 9 components of word knowledge

8. VOCABULARY AND READING COMPREHENSION (CH. 13)  What does it mean to know a word?  Continue to add information throughout our life  To be capable to know words may be one of the best indicators of reading ability level

9. VOCABULARY AND READING COMPREHENSION (CH. 13)  How many words are there in English  Immediate answer: 110,000 words (compound forms, idioms, common names will increase this total)  How many words do L1 students know?  Encounter approximately 88,000 word family through primary and secondary school in the US

10. VOCABULARY AND READING COMPREHENSION (CH. 13)  What words should be taught?  “… the first criterion for word selection should be frequency.” (Grabe, 2009)  Coverage of Academic Text Top 10 words: 22% Top 100 words: 44% Top 1000 words: 71% Top 3000 words: 86%

11. VOCABULARY AND READING COMPREHENSION (CH. 13)  What words should be taught?  Word List Academic Word List (570 words) General Service List (2200 words) British National Corpus (3000 words)

12. VOCABULARY AND READING COMPREHENSION (CH. 13)  What words should be taught?  Know 95% of the words = Capable to read successfully with instructional support (One to two unknown words in every two lines in a text)  The goal for L2 learners: Know above 10,000 words

13. VOCABULARY AND READING COMPREHENSION (CH. 13)  Should vocabulary be taught directly?  Direct instruction: Effective learning outcome  Repeated exposure to words: improve vocab learning  “Raising students’ awareness of new words that they encounter in texts represents an important learning goal” (Grabe, 2009)

14. VOCABULARY AND READING COMPREHENSION (CH. 13)  How are words learned?  Ready to be learned :  Dolphin  mammal, shark, whale  “L2 students,…, can acquire quite a large vocabulary through relatively few exposures if words are ready to be learned…” (Grabe, 2009)