1. An –Najah National University Submitted to : Dr. Suzan Arafat
In the Name Of Allah
An –Najah National University
TEFL(2)
Module (10)
Teaching Reading
Submitted to : Dr. Suzan Arafat
Prepared by : Reem Daoud

2. Out lines :
*Definitions of reading .
*How do we read ?
* Beginning reading
* Types of reading activities.
*improvement of reading skill.

3. Definitions of " Reading".
(1)Reading means : reading and understanding .
(2) Reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation

4. A foreign language learner who say " I can read the words , but I don’t know what they mean, in this case we can't call this reading . it’s a decoding or translating written symbols into corresponding
sound .

5. We can read words without necessarily being able to identify and
decode single letters , in this case , students read a word by fitting its
general visual (shape) into a sense context .

8. Some assumptions about the nature of reading :
1-we need to perceive and decode letters in order to read words .
2-we need to understand all the words in order to understand the meaning of the text .
3- the more symbols there are in the text , the longer it will take to read it .
4- we gather meaning from what we read .
5-our understanding of a text comes from understanding the words of which it is composed .
Some assumptions about the nature of reading :

9. Beginning reading :
(1)Should I teach my students only orally to take basic oral proficiency in the foreign language before reading ? or start reading and writing
from the beginning ?
*it’s preferable to begin reading only after the learners have some basic knowledge about spoken language .
(2) If I decide to teach single letters , should I teach them by name first , or by sound ?
*Surely , more useful for reading purposes if the learner knows the most common sound of the letter , it’s name can be left later .

10. (3)If there are some various forms to each letter (capital and small) , or beginning , middle and end ( Arabic) at what stage should I teach each ?
* it’s preferable to teach the different dorms of the letters together , this slow down the process a little , but means that the letters the learners do know can immediately be recognized in the context of a text .
(4) At what stage should I teach the conventional order of the alphabet ?
*Alphabetical order can be learned later when the learners need to know it for dictionary use .

11. Ideas for reading activities :
1-pre-queestion : a general question given before reading , asking the learners to find the answer .
2- Do-it-yourself questions :learners compose and answer their own questions.
3-provide a title : learners suggest a title if none was given , or an alternative
4-Summarize : learners summarize the content in a sentence or more .
5-Continue : if the text is a story , learners suggest what might happen next .

12. 6-preface : the text is a story , learners suggest what might happen before .
7- Gapped text :towards the text four or five gaps are left that can only can be filled if the text has been understood .
8- Mistake in the text : the text has , towards the end , occasional mistakes (wrong words) learners are told in advance how many mistakes to look for .
9-Comparison : There are two text on a similar topic : learners note points of similarity or difference of content .

13. 10-Responding : the text is a letter or an article
10-Responding : the text is a letter or an article . then learner discuss how they would respond , or write an answer .
11- Re-presentation of content : the text gives information or tell a story . learner re-present it's content through a different graphs medium . e.g. *drawing pictures
*marking a map
*lists of events or items described in the text
*diagrams .

14. Improvement of reading skill
Inefficient
Efficient
The language of the text is too difficult .
The language of the text is comprehensible to the learners.
eLanguag
The text is too difficult in the sense that the content is too far removed from the knowledge and experience of the learners.
The content of the text is accessible to the learners ; they know enough about it to be able to apply their own background knowledge .
Content
The reading is slow ;the reader doesn’t have a large vocabulary of automatically recognized items .
The reading progresses fairly fast ; mainly because the reader has automatized recognition of common combination , and doesn’t waste time working out each word or group of words anew.
speed

15. The reader pays the same amount of attention to all parts of the text .
The reader concentrates on the significant bits , and skims the rest ; may even skip parts he or she knows to be insignificant .
Attention
The reader can't tolerate Incomprehensible vocabulary items stops to look everyone up in a dictionary , and/or feels discourage from trying to comprehend the text as a whole .
The reader takes Incomprehensible vocabulary
in his stride, guesses it’s meaning from the surrounding text , or ignore it and manages without ; uses a dictionary only when these strategies are in insufficient .
Incomprehensible
Vocabulary

16. Inefficient
Efficient
The reader doesn’t think a head , deals with the text as it comes .
The reader thinks a head , hypothesizes , predicts .
Prediction
The reader doesn’t have or use the background information .
The reader has and uses background information to help understand the text .
Background information

17. The reader has no particular interest in reading .
The reader is motivated to read , by interesting content or a challenging task .
Motivation
The reader has no clear purpose other than to obey the teacher's instruction .
The reader is aware of a clear purpose in reading , e.g. to find out something , to get pleasure .
Purpose
The reader uses the same strategy for all texts .
The reader uses different strategies for different kinds of reading.
Strategies

18. 1-Make sure your students get a lot of successful reading experience .
2 – Make sure that most of the vocabulary in reading texts is familiar to your students .
3- Give interesting tasks before asking learners to read , so that they have a clear purpose and motivating challenge .
4- Make sure that the tasks encourage selective , intelligent reading for the main meaning , and don’t just test understanding of the trivia details .
5- Allow , and even encourage students to manage without understanding every word.
6- Provide as wide variety of text and tasks as you can , to give learners practice in different kinds of reading .
Recommendation :-