Marjorie Hall Haley, PhD - GMU Chapter 5 Interactive Listening and Reading

Marjorie Hall Haley, PhD - GMU Interactive Listening and Reading in Content-Based Classes Reading comprehension should be regarded as an interactive (active) process. Testing hypotheses Separating main ideas from details Deducing meaning Searching for cohesive elements Contextual guessing

Marjorie Hall Haley, PhD - GMU Interactive Listening and Reading in Content-Based Classes Listening Comprehension: develops when learners have been engaged in meaningful and comprehensible oral interactions. generally precedes oral production

Marjorie Hall Haley, PhD - GMU Interactive Listening and Reading in Content-Based Classes Different perspectives: Listening Pyscholinguistic- skills and stragegies Sociocultural- respond to and create interpretations Reading Pyscholinguistic - autonomous, mental process; coordination of attention, perception and memory Sociocultural - oral/written uses of language are interdependent; function relates to context.

Marjorie Hall Haley, PhD - GMU Interactive, Content-Based Listening Comprehension Interactive Listening Comprehension Development in Content-Based Classes Build awareness and use of appropriate reception strategies Consider characteristics that affect listening text task interlocutor listener process

Marjorie Hall Haley, PhD - GMU Interactive, Content-Based Listening Comprehension Diverse Learners When planning consider Multiple intelligences Learning styles Incorporate listening strategies Cognitive Metacognitive

Marjorie Hall Haley, PhD - GMU Interactive, Content-Based Listening Comprehension Linking Assessment to Interactive Learning Use a variety of instruments and procedures Oral report Outlines, web pages, maps, charts, t-lists Computer assisted language activities/simulations Musical cloze

Marjorie Hall Haley, PhD - GMU Literacy Create opportunities for reading, listening, viewing in your classroom Resource centers/Learning stations Reading aloud Guided reading

Marjorie Hall Haley, PhD - GMU Literacy Moving from Guided Reading to Independent Reading Combine top-down and bottom-up approach Text strategic approach – ideas/generalizations rather than facts

Marjorie Hall Haley, PhD - GMU Reading Selecting and Accessing Authentic Texts Topic should be accessible to the learner Appropriate length Linguistic level achieving (i+1) Abundance of clues (contextual, verbal, pictorial, linguistic)

Marjorie Hall Haley, PhD - GMU Reading Four Types of Reading Skills: Intensive reading Extensive reading Skimming Scanning Bottom-up vs. Top-down Activity: The Take-Five Model

Marjorie Hall Haley, PhD - GMU Reading vs. Literacy Sociocultural View – move student from the known to the unknown; construct his/her own meaning Whole language is an approach where: literacy meaning through collaboration, sharing, interaction

Marjorie Hall Haley, PhD - GMU Reading vs. Literacy Critical literacy: Context of its TEXT Social Use social constuction backforward

Marjorie Hall Haley, PhD - GMU Reading vs. Literacy Socially responsible critical literacy interaction: Ask yourself: 1) What relationships between the reader & written text do you want to cultivate? 2) What are some potential meaning that can be derived from the text?

Marjorie Hall Haley, PhD - GMU Reading vs. Literacy ESL standards emphasize: Language as communication Language learning through meaningful use The individual and societal value of bi- and multilingualism The role of ESOL students native language in their English language and academic development Cultural, social, and cognitive processes in language and academic development Assessment that respects language and cultural diversity

Marjorie Hall Haley, PhD - GMU Reading and literacy Listening and Reading Strategy Instruction Competencies needed for comprehension: Grammatical Sociolinguistic Discourse Strategic

Marjorie Hall Haley, PhD - GMU Reading and literacy Designing interactive reading techniques: Offer specific instruction in reading skills Use motivating techniques Choose texts for authenticity and readability Encourage the development of reading strategies Include both bottom-up/ top-down techniques Follow SQ3R sequence Subdivide techniques into prereading, during reading and after-reading Evaluate your techniques

Marjorie Hall Haley, PhD - GMU Strategy-Based Reading Instruction Reading Strategies: Prereading strategies During-reading strategies After-reading strategies

Marjorie Hall Haley, PhD - GMU Strategy-Based Reading Instruction Reading response logs Anticipation guides Literacy scaffolds Semantic mapping SQ3R Advance organizers Think aloud Read aloud Morning message Language experience approach Echo reading Guided reading Silent sustained reading

Marjorie Hall Haley, PhD - GMU Reading Assessments Types of Assessments: Checklist, conference notes, observations, interviews, exit slip, admit slip,dialogue journal IRI Reading levels Independent, Instructional, Frustration