Note 8 Reading

(Last updated: 10/17/2024)

1. What is reading

1.1 Schema theory

• Schemata: Data structure for representing the generic concepts stored in memory. It constrains the interpretation of incoming information.
• Often known as background/prior knowledge

1.2 Functions of schemata

• Disambiguate, elaborate, filter, compensate and organize, etc.

1.3 What makes reading difficult: The effects of text features on reading comprehension

• Simplification of syntax, vocabulary, etc. (little effect)
• Choice of lexical items
• Information/text organization

1.4 Three models of reading

• Bottom-up
• Top-down
• Interactive
• The whole picture

  c.f. http://www2.nkfust.edu.tw/~emchen/CALL/unit7.htm (The link is dead as of 10/18/2021)
  A simple explanation: http://www.esltrail.com/2016/06/bottom-up-and-top-down-strategies-or.html
  The Comparison between the Three Models:

Bottom-Up Models	Top-Down Models	Interactive Models
1960s - 1970s	1970s - 1980s	late 1980s - present
- Reading is a decoding process (focus on the text). - The phonics approach to teaching reading is used.	- Reading is a psycholinguistic guessing game (focus on the reader). - The "whole language" approach to teaching reading is used.	- Reading is a process of constructing meaning from text through the use of both bottom-up and top-down processes, strategies, and skills (focus on the interaction). - The balanced approach to teaching reading is used.
1) alphabet letters + sounds g words 2) words + grammar rules    => sentences 3) sentences + discourse rules => paragraphs => longer discourse	1) The reader receives input from the text, makes predictions (based on conceptual abilities, background knowledge, and language processing skills), tests and confirms or revises those prediction. 2) Use a holistic approach to reading and writing that advocates the use of children's literature and authentic reading materials.	1) Both bottom-up and top-down processes occur simultaneously for the reader to comprehend the meaning of the text. 2) Two levels of interaction:    - the interaction between the reader and the text.    - the interaction between two kinds of cognitive skills: identification and interpretation.

c.f. https://www.voachinese.com/a/us-china-tech-war-seen-heating-up-regardless-of-whether-trump-or-harris-wins-20241023/7835616.html

2. Guiding the reading process

2.1 Preparation

Activate the schema, brainstorming, preview titles, subtitles, illustrations, pretest, etc.

2.2 Guided interaction

Asking questions; read one section at a time.

c.f. http://www2.hawaii.edu/~readfl/rfl/April2005/day/day.html

2.3 Assimilation

Review what is being read

2.4 Tools for teaching reading

• http://www.readingrockets.org/article/3479/
• Graphic organizer:
  • e.g., https://www.hmhco.com/blog/free-graphic-organizer-templates
  • e.g., https://creately.com/blog/diagrams/types-of-graphic-organizers/
  • Tool to make your own: https://graphicorganizer.net/

3. Some practical issues in teaching reading

1. When to teach reading?

2. How to select reading materials to fit the current proficiency level of your students?

• Readability formula: https://readable.com/readability/readability-formulas/
• The ratio of unknown words in a reading text (The 5% rule for L2 reading)

3. How to improve students' reading proficiency?

4. A practice using ChatGPT

Here is the text: https://www.rong-chang.com/immigrants/i/housing01.htm (local copy, in Word format)

Here is the conversation: https://chatgpt.com/share/671a7617-3cb0-800d-87e0-1dcd65411f01