STRATEGIES FOR READING COMPREHENSION

=== Taqdimot 1 ===
STRATEGIES FOR READING COMPREHENSION
=== Taqdimot 2 ===
Question:
Do you like to read pleasure?
What do you read in your free time?
Do you often read in other languages?
What types texts do you read in English?
=== Taqdimot 3 ===
Reading English material is good to improve our language skills in many ways. It assist us to enrich our vocabulary, deeper to understand grammatical structures and of course it widens our outlook.
=== Taqdimot 4 ===
It is difficult to imagine the academic life without reading. We come across reading texts, passages, signs every day in our life. Living in technological century, it gives us more advancement to have a better access to more English reading resources. Reading is one of the essential skills students need to learn to succeed in school and college. However, not all students are good readers, and that is where reading strategies kick in, and even among those who are, there are different types of good readers.
=== Taqdimot 5 ===
Let’s get started learning reading strategies
Step 1. Skimming.
Step 2. Predicting.
Step 3. Scanning.
Step 4. Identifying main ideas.
Step 5. Identifying supporting ideas.
Step 6. Vocabulary.
Step 7. Summarizing.
=== Taqdimot 6 ===
Now we look at each step with details
Step one is skimming, you just want to identify the topic of the sentence, any main ideas, the genre.
This strategy can help you to decide whether or not reading resource is going to be useful for your study purposes. It definitely saves your time.
=== Taqdimot 7 ===
Let’s imagine you are given a home assignment which requires you to read much espaecially academic ones. In such cases, skimming is your right strategy to complete your tasks.
In skimming process, we need to look at titles, subheadings in a journal article or a book chapter.
If there is an abstract, just read the introduction and conclusion to get some clues.
You can also read thesis statements, topic sentences help to get main ideas.
=== Taqdimot 8 ===
Step 2 Now it is time to predicting
This means that using existing knowledge about the topic helps to better understand the text.
Predicting is an important part of English language learning and reading.
What you have already known about the topic?
What you want to learn from the texts?
Giving such questions can help to understand the context of the text and its usefulness.
=== Taqdimot 9 ===
Based on the title, I think the text will be about_____” “Based on the headings/subheadings, I think the text will be about”
“Because I know that _____ , I predict that_____”
“Based on what I know about _____ , my guess is _____ ”
=== Taqdimot 10 ===
Step 3 is Scanning
When you scan the text, you are looking for certain information, you might be looking for certain keywords or symbols in the text.
In the scanning process you just need focus on keywords or symbol and underline them in a circle in order to refer this information later. It helps you to find the information quickly.
=== Taqdimot 11 ===
This helps us to understand the writer’s main ideas.
Next strategy is Identifying main ideas
=== Taqdimot 12 ===
When you start identifying the main ideas you are going to start by underlying the key terms.
Circle the key terms and then write down the main ideas in your own words.
Identifying the main idea of a text, whether it’s a single paragraph or a longer work, can improve our reading comprehension by helping us identify the evidence being used in support of a larger idea or thesis.
The main idea or topic of a text is what the text is mostly about and can usually be summarized in 1 to 2 sentences.
=== Taqdimot 13 ===
The longer a text is, the more difficult it can be to identify the main idea. Primary strategies for identifying the main idea of a text include:
Look at the title of the text, as well as any pictures or headings included
Read the first and last sentence of the passage
Note any words or phrases that are repeated throughout the text
Summarize the text as best you can in one sentence
Ask yourself – what was this text mostly about?
=== Taqdimot 14 ===
We identified the main points, let say main ideas. Now we need supporting ones.
This involves recognizing the difference between writer’s main ideas and the poits used to support or back up these ideas.
Step 4 leads us step 5
=== Taqdimot 15 ===
The 5 W’s and How
Objective facts and historical examples
Comparisons made between different ideas
Definitions of key words or phrases
Appeals to emotion
Lists, charts, or other images
Anecdotes
Supporting details can come in many forms such as:
=== Taqdimot 16 ===
Step 6 Vocabulary building
One thing that is important as an English learner is always have a vocabulary list. For any reading you can come across new vocabulary. In you notebook you can write new words, their definitions, translations, parts of the speech.
=== Taqdimot 17 ===
Step 7 . After you finished reading, summarize the main concepts, findings, results into your own words
This will help you to comprehend the text deeper. It help you to make discussion with your group mates.
=== Taqdimot 18 ===
The Benefits of Intensive Reading
Because intensive reading is challenging, you should know what you’ll get out of it. With intensive reading, you will…
Learn new vocabulary words
Gain a deeper understanding of grammar
Explore syntax and sentence structure
Better understand the language
Grow your abilities to read in your target language
=== Taqdimot 19 ===
How to Read Extensively
Because reading extensively should be enjoyable, you should read things you find interesting.
Whatever you read, you should want to read because you’ll spend around 1 – 3 hours doing it every day.
=== Taqdimot 20 ===
The Benefits of Extensive Reading
Extensive reading offers a lot of benefits (provided you enjoy reading). Here are a few of them:
More exposure to the language, including style, vocab, and syntax
The last stage in your journey to learn a language
Requires less effort
More freedom because you can read when you want to
Learn more about the culture using native texts
Helps you retain your language knowledge
Enjoyable
=== Taqdimot 21 ===
When Should I Read Extensively?
Whenever you like. The beauty of extensive reading is that you don’t really need to set time aside for it.
However, it’s important to remember that you need a strong command of vocabulary, syntax, and grammar to read extensively
To get the most out of extensive reading and to have the best experience, you need to know about 90 – 95 percent of the language in the texts you use.
=== Taqdimot 22 ===
From my Classroom observations and informal interviews I notice that
Students feel scared.
Reading lessons are not exciting.
Reading activities are monotonous.
=== Taqdimot 23 ===
How to encourage students to learn and improve their reading skills?
Questions
Did students really read the text?
Do students comprehend with what they read?
What will students do if they want to answer comprehension questions according to their favorite learning styles?
How do students perform their understanding by using images or visual illustrations instead of responding the questions given in the textbook?
How can the teacher motivate and enhance student thinking skills through the reading text?
=== Taqdimot 24 ===
Possible solutions
Graphic organizers????
A graphic organizer is a visual frame used to represent knowledge and understanding of a subject matter by arranging important aspects of a concept or topic into a logical pattern using labels. There are numerous kinds of graphic organizers called maps, graphs, charts, diagrams, or clusters.
=== Taqdimot 25 ===
Graphic organizers include:
Words
Images
symbolic patterns  (conceptual, hierarchical, cyclical  and sequential)
Graphic organizers are
effective with verbal, visual and logical learning styles.
depict the relationships between facts and figures or  key concepts and ideas within a learning task
A variety of types of organizers are chosen for their  appropriateness for the content.
effective tools in planning, instruction, and assessment.
=== Taqdimot 26 ===
Why Graphic Organizers?
Clear students’ thoughts and sharpen their thinking by  organizing and connecting key concepts related to what they  are reading from the text.
Improve their critical thinking, a kind of cognitive activity that  appears in many categories of the cognitive process.
The most helpful strategy that the students employed.
=== Taqdimot 27 ===
Improve student reading comprehension through  metacognitive strategies used in instructional activities.
Help good/poor readers retain, organize, and evaluate the  information by explicit instructions.
Help  students  focus  on  important  messages  by  highlighting  key concepts and vocabulary, and their relationships.
=== Taqdimot 28 ===
HOWEVER
The appropriate choice of organizers for the reading  lesson depends on
the teacher’s knowledge of the topic;
knowledge of pedagogical content;
knowledge of language learners.
Six basic graphic organizers can be applied to teaching reading  skills in English lessons.
=== Taqdimot 29 ===
Venn diagram
A Venn diagram consists of two (or sometimes as many as  five) overlapping circle. It is used to help students compare  and contrast two characters, settings, events, or other  literary elements.
Cause & effect map
A cause and effect map is one of the effective organizers  used to show relationships of all factors (causes) that lead  to the given situation (effect). It is usually preceded by  cause and effect analysis.
=== Taqdimot 30 ===
Problem & Solution Map
One of the organizers to promote critical thinking, a  problem & solution map is applied to teaching a reading  text in which problems and solutions for a problem are  discussed.
Compare & contrast matrix
The compare and contrast matrix is used as a means of  comparing different historical events, geographical regions,  cultural and traditional differences or political systems.
=== Taqdimot 31 ===
Network tree
A network tree is a type of graphic organizer that shows  connections of facts and information related to the reading  text.
KWL chart
A K-W-L chart helps students understand what they know  (K), what they want to know (W), and what they learned.
(L) when reading or researching a topic.
=== Taqdimot 32 ===
Guided questions
1. Look at the logos. Are you familiar with them?
2. What do you know about these kinds of entertainment?
3. What information about these shows you want to know?
a. Where did the Idol format come from?
b. How long has the Idol format lasted?
c. Who created the first Idol format?
d. Is Vietnam Idol an original programme or a franchised one?
e. What are the rules of the Idol?
=== Taqdimot 33 ===
THANK YOU FOR YOUR ATTENTION!
Follow us on social networks!