Strategies in Teaching

Reading
Reading Models
Bottom-up Model
• Text-based
• Reading is essentially
mechanical decoding of
speech written down
(Silberstein, 1987)
• Each word in the text
must be recognized to
comprehend the
selection.
Reading Models
Bottom-up Model
• Reading instruction
emphasizes letters,
letter-sound
relationships and
words.
• Accuracy in
understanding words is
important
Reading Models
Top-down Model
(Goodman, 1967)
• Knowledge-based and
conceptually-driven
• Comprehending the
selection is possible even
if each word in the
selection is not
recognized.
• Reading instruction
emphasizes prior
knowledge.
Reading Models Interactive Model
(Rummelhart, 1977)

• Pictures reading as
making sense of print
through the interaction
between TEXT and
READER.
• Believes that meaning
is not residing in the
text alone waiting to be
decoded
Interactive Model
(Rummelhart, 1977)

• Meaning is created
by utilizing the
information
provided by the text
and the reader’s
prior knowledge.
READING
involves the transaction between the mind
of the reader and the language of the text.

top - down

bottom - up
Cognitive processes which act as tools for
understanding the text

Predicting
Hypothesizing
Deducing
Inferring
Drawing implications
READING is…
a constructive and interactive
process

a psycholinguistic guessing game

a meaning-making process that

makes use of the reader’s schema
and the information from the texts
SCHEMATA
• Influence reading comprehension
and learning
• Provide a framework that allows
readers to select information relevant
to their purposes
• Help readers organize text
information by enabling them to
relate the new to the old which
eventually facilitates retention and
retrieval
How do I make sense of the text?
Reading is a language process
that involves a dialogue between
reader and the author (Widdowson,
1979). Read How to Ruin an Association.
Six Types of Knowledge to Make
Sense of a Text
1. Syntactic knowledge — this helps a
reader decode meaning through his/her
knowledge of the text’s language
features.
2. Morphological knowledge — this has to
do with language itself. It also helps a
reader decode meaning through his/her
knowledge of language features.
 Six Types of Knowledge to Make
Sense of a Text

3. General world knowledge — this relates

to the reader’s prior knowledge and
experiential background.
4. Socio-cultural knowledge – this is also
called schematic knowledge and is related
to the reader’s background information of
things, people, and events that make-up
his/her socio-cultural world.
 Six Types of Knowledge to Make
Sense of a Text

4. Topic knowledge — this has to do with

knowledge of a topic, an event, a situation
that enables the reader to make sense of a
text.
5. Genre knowledge — this type of
knowledge enables a reader to work with
the language of the text in order to interpret
its meaning.
 Strategies for Developing
Comprehension (Tierney and
Readence, 2001)
1. K-W-L
2. PreP Technique
3. Anticipation Guide
4. Text Preview
5. ReQuest Procedure
6. Question-Answer Relationship
K-W-L - DINOSAURS
What I know What I want to What I have
Know Learned
Dinosaurs are large. How long ago did An archeologist has
Dinosaurs are dead. they live? an exciting life.
They lived a long Why did they die? Dinosaurs eat plants
time ago. How do we know and some eat meat.
There is a movie what they looked Some dinosaurs
about dinosaurs like? were gigantic, but
Who are the people had small brains.
who study Fossils uncover
dinosaurs? dinosaur traits.
K-W-L - DINOSAURS
What I know What I want to What I have
Know Learned
Dinosaurs are large. How long ago did An archeologist has
Dinosaurs are dead. they live? an exciting life.
They lived a long Why did they die? Dinosaurs eat plants
time ago. How do we know and some eat meat.
There is a movie what they looked Some dinosaurs
about dinosaurs like? were gigantic, but
Who are the people had small brains.
who study Fossils uncover
dinosaurs? dinosaur traits.
K-W-L - DINOSAURS
What I know What I want to What I have
Know Learned
Dinosaurs are large. How long ago did An archeologist has
Dinosaurs are dead. they live? an exciting life.
They lived a long Why did they die? Dinosaurs eat plants
time ago. How do we know and some eat meat.
There is a movie what they looked Some dinosaurs
about dinosaurs like? were gigantic, but
Who are the people had small brains.
who study Fossils uncover
dinosaurs? dinosaur traits.
K-W-L-H
What I know What I want What I have How Can
to Know Learned We Learn
More
Dinosaurs are How long ago An archeologist Research
large. did they live? has an exciting Museums
Dinosaurs are Why did they life. Field trips
dead. die? Dinosaurs eat Archeological
They lived a How do we plants and some digs
long time ago. know what eat meat. Videos
There is a they looked Some dinosaurs Internet
movie about like? were gigantic, but search
dinosaurs Who are the had small brains.
people who Fossils uncover
study dinosaur traits.
 PreP (PreReading Plan)
Technique (Langer, 1981)
 Gives readers the opportunity
to generate what they know
about the topic, to extend these
ideas and evaluate them.
 Provides teachers with a
procedure for assessing the
adequacy of students’ prior
knowledge about specific topics.
PreP (PreReading Plan) Langer, 1981
The PreP technique has two facets

A. Engaging Students in Group Discussion

Step 1 – Initial associations with the concept

(What comes to mind when…?)
Step 2 – Reflections on initial associations (What
made you think of…?)
Step 3 – Reformulation of knowledge (Have you
any ideas about…?)
The PreP technique has two facets: engaging
students in group discussion and analyzing student
responses.

B. Analyzing student responses

Students with very little knowledge
Students with some prior information who could
mention examples, attributes or defining
characteristics
Students with much prior knowledge who could
generally offer information that suggests evidence
of integration to high-level concepts.
Anticipation Guides

Help teachers appraise prior knowledge at the pre-

reading stage
Evaluates the acquisition of content based on post-
reading responses (Reaction Guides) to the guide
questions
Since Anticipation Guides encourage a personal,
experience-based response, they serve as ideal
springboards for large and small group discussions
(Head & Readence, 1992).
Example 2.3
Title: Dragon wings
Author: Laurence Yep
Grade Level: 5-8
Summary: An eight-year-old boy travels from China
to the United States to be with his father whom he
has never seen. There he confronts prejudice and
discrimination as well as his own misperceptions
about Americans. He watches his father struggle
toward achieving his dream to fly. The story takes
place in the early 1900s and was inspired by the
actual account of a Chinese immigrant who built a
flying machine in 1909.
 Anticipation Guide
AGREE DIS-
AGREE STATEMENTS
1. IT WOULD BE EXCITING TO MOVE TO A NEW COUNTRY.
X
I think you'd see a lot of interesting things in another country.
2. DISCRIMINATION AND PREJUDICE OFTEN WORK BOTH
X WAYS BETWEEN IMMIGRANTS AND NATIVE PEOPLES.
Usually the people already living in a country don't like
newcomers, but newcomers want to be friends.
3. A FATHER HAS A DUTY TO ALWAYS PROTECT HIS
X CHILDREN FROM HARM.
Parents should take care of their children, but eventually children
must take care of themselves.
4. PEOPLE SHOULD NOT SPEND ENERGY WORKING ON
X UNREALISTIC GOALS.
If it's unrealistic, it's stupid for someone to spend time on it. He
should find another goal.
 Text Preview

Text Preview (Graves, Cooke, and LaBerge,

1983) is designed to -
build students’ background knowledge about a
topic before reading
motivate students to read
provide an organizational framework for
comprehending the text
 Text Preview
Graves and associates (1985)
recommend the following steps
for text previewing:

1. Tell the students that you are going

to introduce a new text.
2. Read the interest-building section
of the preview to the students. It is
best to read the preview rather
than paraphrase it since a casual
presentation of it belies the care
and time involved in its
construction
 Text Preview
Graves and associates (1985)
recommend the following steps
for text previewing:

3. Give students a few minutes to

relate the information to their
prior knowledge and discuss it.
4. Read the remainder of the text
preview.
5. Direct students to read the
selection.
 ReQuest Procedure
Encourages students to ask their own questions
about the text under study. With self-declared
questions, students establish reasonable
purposes for reading.

ReQuest helps
students think as
they read, as well as
foster an active
search for meaning.
 ReQuest Procedure
Vacca and Vacca (1989) suggest these steps
in using ReQuest:

1. Both the students and the

teacher silently read a
common segment of the
text selection.
2. The teacher closes the
book and is questioned
about the passage by the
students.
ReQuest Procedure

3. Next, there is an exchange

of roles. The teacher now
asks the students about
the material.
4. Upon completion of the
student- teacher
exchange, the next
segment of the text is
read. Steps b and c are
repeated.
ReQuest Procedure

5. At a suitable point in the

text, when students have
processed enough
information to make
predictions about the
remaining sections of the
assignment, the
exchange of questions
stops.
ReQuest Procedure

6. The teacher then asks

prediction questions:
“What do you think the
rest of the text is all
about?” “Why do you
think so?” Speculations
are encouraged.
ReQuest Procedure

7. The students are then

asked to read the
remaining sections
silently.
8. The teacher facilitates
follow-up discussion
of the material
 ReQuest Procedure

Tico was a bird who had no wings.

Luckily, the other birds were his friends
and brought him food. Tico wished that
he could fly like the other birds. One
night, he dreamt that he had golden
wings. When he woke up, his dream
had come true. Tico was happy and
flew around all day with his golden
wings.
 ReQuest Procedure

The other birds left Tico alone. They

thought Tico felt better than the rest of
them because he had golden wings.
Tico was sad and lonely. One day
Tico gave a golden wing to a man who
needed money to buy medicine for his
sick child.
 ReQuest Procedure
Tico now had a black feather where the
golden feather had been. His wings turned
completely black. Tico flew back to his
friends, the other birds. They were glad to
see him because now he was just like them.
Tico was happy and excited. But even
though he looked the same as the others, he
felt he was different because of his
memories and dreams.
 ReQuest Procedure

T: How did Tico feel when he had no

wings?
S: He felt sad.
T: Now, you ask me questions that will
make me think about the story.
S: What did Tico dream?
 ReQuest Procedure
T: He dreamt he had golden wings. The
question is okay, but the answer is right in
the story. Try to ask another question that
does not have an answer right in the story,
but will help me understand the story
better. Maybe you can think of a question
that starts with “how” or “why.”
S: How did Tico’s friends feel about him when
they saw that he had golden wings?
 ReQuest Procedure
T: Good question. They were jealous.
They thought he felt better than
everybody else, but he really didn’t
feel this way. Here’s another
question. Why was Tico happy and
excited at the end of the story?
S: He was happy to be back with his
friends.
 ReQuest Procedure

T: Good. Any other reasons he may

have been happy?
S: Maybe he was happy about the
things he had done?
(Taylor et al., 1995)
 SQ3R
Survey Chapter titles,
introductory paragraphs,
bold face, italicized headings
and summary paragraphs
Question Turn section
headings into questions;
have questions for which
answers are expected to be
found in the passage
 SQ3R
Read to answer purpose
questions
Recite try to answer
questions without
referring to the text or
notes
Review the material by
rereading parts of the text
or notes to verify answers
 The Directed Reading-Thinking Activity
(DRTA)

The DRTA is a general

plan for directing
children's reading.
It encourages children to
think as they read, make
predications and check
their accuracy.
 The Directed Reading-Thinking
Activity (DRTA)

DRTA provides guided practice for students in setting

their own purposes for reading.

 Identifying a problem:
 Generating a hypothesis
 Gathering evidence
 Testing hypothesis
 Drawing conclusion