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1、Reading StrategyReading StrategyReadingStrategyReadingStrategy Contents1. Background Information2. Four Reading Models3. Three Kinds of Reading Strategies4. Reading ProcessReadingStrategyPritchard (1990) defines a strategy as a deliberate action that readers take voluntarily to develop an understand
2、ing of what they read.Kellerman (1983) defines a strategy as a “well organized approach to a problem”.Olshavsky (1977) claims that a strategy is a purposeful means of comprehending the authors message.1. 1 What is reading strategy?ReadingStrategy1.2 The importance of using strategyIf a reader knows
3、how, when and where to use an appropriate strategy, this would help him to improve reading comprehension. Strategies aid readers to process the text actively, to monitor their comprehension and to connect what they are reading to their own knowledge and to other parts of the text.ReadingStrategy2. F
4、our Reading ModelsThe reading model has gone through three stages. Bottom-up reading modelTop-down reading model. Interactive reading model (interaction of bottom-up reading model and top-down reading model).The schema theoryReadingStrategy2.1 The bottom-up processingBottom-up model means that the r
5、eader constructs the text from smallest unit (letter to words to phrases to sentence, etc) and that the process of constructing the text from those small units becomes so automatic that readers are not aware of how if operates. (Eskey, 1988)ReadingStrategyThis can happen if our world knowledge is in
6、adequate, or if the writers point of view is very different from our own. In that case, we must scrutinize the vocabulary and syntax to make sure we have grasped the plain sense correctly. Thus bottom-up processing can be used as a corrective to “tunnel vision (seeing things only from our own limite
7、d point of view)”.ReadingStrategy2.2 The top-down processingThe top-down model is that readers bring a great deal of knowledge, expectations, assumptions and questions to the text and, give a basic understanding of the vocabulary; they continue to read as long as the text confirms their expectations
8、. (Goodman, 1967)ReadingStrategyWe make conscious use of it when we try to see the overall purpose of the text, or get a rough idea of the pattern of the writers argument, in order to make a reasoned guess at the next step (based on the schema we have acquired ).We might compare this approach to an
9、eagles eye.ReadingStrategy2.3 The interaction of bottom-up and top-down processingThe former neglects the fact that reading is an active comprehensive process, while the later neglects the fast and exact recognition of the lower level information such as letters, vocabulary, grammar forms. Reader ma
10、y shift from one focus to another, adopting a top-down approach to predict the probable meaning, then moving from the bottom-up approach to check whether that is really what the writer says. It is known as interactive reading. ReadingStrategy2.4 The schema theorySchema theory is one of the most impo
11、rtant theories in the study of reading comprehension. According to schema theory, all knowledge is packaged into units. These units are schemata. Schema theory also holds the view that comprehending a text is an interactive process between the readers background knowledge and the text. Efficient rea
12、ding requires the ability to relate the textual material to ones own knowledge. The readers schemata assist him to make assumptions about the meaning of the incoming text. Meanwhile, the reader makes confirmations, rejections and mediations with more information coming out from the text. ReadingStra
13、tegy3. Three kinds of reading strategiesCognitive strategiesCognitive strategiesSkimming (略读)Getting the gist of the passageScanning （寻读）Locating a particular piece of informationSkipping （跳读）Skipping unimportant parts or words while readingVisualizing Using images to help with understanding of new
14、information encounteredUsing background knowledgeUsing familiar knowledge of the world to understand the readingTaking notesJotting down the main ideas and important points while reading.Transferring Using previously acquired knowledge to facilitate a new learning taskInferring Guessing meanings of
15、new items, predicting outcomes or filling in missing information using available information in the text.Translating Using their own knowledge as basis for understanding what they read in the new languageReadingStrategyAnalyzing Involving analyzing elements (words, syntax) of the new language to det
16、ermine likeness and differences in comprehension with ones native languageRecombining Involving constructing a meaningful sentence or longer experience by putting together known elements in new wayLooking for answers in chronological order in the passageLooking for the answers according to the order
17、 of the time in the passageReading the question option before reading the passageReaders read the passage with questions and choicesSummarizing Making a condensed, shorter version of the original passageGrouping Grouping involves classifying or reclassifying what is read into meaning groups, thus re
18、ducing the number of unrelated itemsUsing linguistic cluesUsing suffixes, prefixes and word order to guess meaningSearching reachingLocating information on predetermined topicsReadingStrategyMetacognitive strategiesMetacognitive strategiesAdvanced organizerOrganizing thoughts and ideas as preparatio
19、n for a real activity, often by skimming the textEvaluation Testing comprehension of knowledge acquired after completion of a receptive language activity which is readingOverviewing and linking with already known for materialsOverviewing comprehensively a key concept, principle or set of materials i
20、n an upcoming language activity and associating it with what is already known.Paying attentionDeciding in advance to pay attention in general to a language learning task and to ignore distractions (by directed attention), andor to pay attention to specific aspects of the language or to situational d
21、etails (by selective attention)Social strategiesSocial strategiesCooperating with peersWorking with other language learners to improve language skillsDeveloping culture understandingHelping the learning to understand what is read in the new languageAsking peers for helpAsking peers to know the diffi
22、cult words in readingReadingStrategyDirect StrategiesStrategy What the learner does What the teacher can do to promote this strategy grouping Students can make a conclusion about what they have read in the passage, and put the new words and message in different group.Teacher can read the passage in
23、advance, then tell the students about how many groups of the passage have, then students find them out.Associating/elaborating Students can connect what they have experienced past with what they have read in the passage, it will help the understanding.Teacher can use some examples to rouse the exper
24、ience that students have and ask them to associated with the previous experience.Placing new words into a context Students can pick up the new information in a very familiar situation, thus it will help them to remember.Teacher can put the new information in the circumstance which the students famil
25、iar with, then to enhance the memory.MemoryReadingStrategyApplying imagesStudents may have a picture in their mind according to what they have read, think some beautiful sense.Before reading, teacher can present the video or the picture with the multi-media, in this way students will have a whole pi
26、cture in the mind and facilitate the reading.memoryRepeatingStudents should read the key points and the sentence to consider.Before reading, teacher can pick up the key points and sentence for the students to repeat in order to get the meaning exactly.Receiving and sending messageWhen students recei
27、ve the message they can use the dictionary and reference some books about word, grammar, encyclopedias.At the same time they can use some skills to increase the speed.Teacher may introduce some books that can facilitate the students reading, and tell some skill that students can use during the readi
28、ng which can read the passage in an easy way to get the main information.CognitiveReadingStrategyUsing linguistic cluesStudents should read and think in the way that the target language have.In the teaching process, no matter about the teaching or the way teacher speak, they should accord with the t
29、arget language.Using other cluesWhen the students read the material, they should make full use of the available sources, for example the adversative conjunctions, the number, the capital number, the italic style, bold fonts and the picture in the passage.During the process of teaching and practicing
30、, teacher should tell the students some techniques that students may use when they are reading, such as the adversative conjunctions, the number, the capital number, the italic style, bold fonts and the picture in which they can get some information about the pensationReadingStrategyIndirect Strateg
31、iesStrategy What the learner does What the teacher can do to promote this strategy Centering your learningStudents should concentrate what they are reading, do not put their attentions that is irrelevant with the reading.Teacher should pay attention to the environment, try to reduce the factors that
32、 can attract the students attention.Setting goals and objectivesBefore the reading, students should have a goal in their mind about what they will get after reading, for example, the speed, the vocabulary.Before the reading, teacher should make a plan about to which degree the students should reach,
33、 and what extents should be mastered.Evaluating Students should ask some questions after the reading to see if they have reach the goals. The questions can come from the exercise and themselves.After reading the materials, teacher should check if the students have get the key points, for example, te
34、acher may put forward some questions according to different students, because they may have differences.MetacognitiveReadingStrategyStrategy What the learner does What the teacher can do to promote this strategy Lowing anxietyIf the students are very nervous, they may have a deep breathing before re
35、ading, this may relieve stress.In this situation, teacher can think out some ways to help the person to relax.Taking risks wiselyWhen students do some exercise they should choose the question which is a little higher than the present level, this they can got it with the endeavor.Teachers should figu
36、re out the current level of the students, and then provides the questions which is a little higher than the present level, like a scaffold the help them rather than the task students cannot reach it even though they have tried.Rewarding yourselfIf the students reach what they have set, they can give
37、 themselves some rewarding, for example to relax for some times to do the things they prefer, because students should alternate work with rest.At the same time, teachers should give the students some rewarding no matter in material or mental. For example the to prize the students in front of the cla
38、ss and some books to reward them.AffectiveReadingStrategyTaking your emotion temperatureStudents with a strong feeling, positive attitude, and high motivation will do better in the reading. They can use a learning diary to write down some exciting experience and discussing the pleasure things which
39、happen during the process of reading, and make a checklist with all the things, when one thing has been finished, students may draw a smile face on it, and keep going, this may keep students in a good mood, thus it can lead an effective way to learn it.Teacher should encourage the students during th
40、e process of reading rather than criticizing, and make some plans which can be divided into several smaller parts for the student, because when the students finish a small part, it will give the students confidence and high attitude to learn it. At the same time, teacher should build the atmosphere
41、which can facilitate the reading process.AffectiveReadingStrategySocialStrategy What the learner does What the teacher can do to promote this strategy Developing culture understandingsIn the spare time, students should read the books about the culture about different countries, this can provides the
42、 students a new vision to know something.Teachers should read the books, and then recommend the book which can help the students with their reading, because students do mot have much time, in this way,it can save the time.Cooperating with peersCommunication is important during the process of learnin
43、g. Students may have different opinions towards one thing, when the talked each, they may have a wider train of thought.Teachers should encourage the students to talk among the students, in this way they may share different leaning ways, and students can absorb different thinking styles and learning
44、 experience.Asking peers for helpIf the students encounter some questions they can ask the peer for help. Maybe the peers have the same questions before, the know how to explain it, and solve it in an easy way.Teachers should let the students to ask the questions each other. In this way, teachers ca
45、n know if the students master the knowledge correctly, at the same time how the situation of the other students learning.ReadingStrategy4.1 Before-reading Strategies(1) Deciding the reading purpose Generally speaking, there are mainly three reading purposes: For pleasure: ignore the most significant
46、 learning process thinking.For information: the content is of the utmost importance while difficult language points are deliberately avoidedFor language: more likely to obstructed by trifle achievement.ReadingStrategy(2) Selecting reading material Readers should select suitable materials so that the
47、y do not have rely on dictionary excessively. If the readers use dictionary too frequently, the reading consistency will be broken up. Generally speaking, if the new words account for less than 5% of the total, the understanding will not be compromised.(3) Make reading plansYou should work out a det
48、ailed plan before reading. It includes the time they spend reading every day and the choice of proper materials for intensive and extensive reading. Besides they should consider about reading strategies and then predicting reading results.ReadingStrategy4.2 During reading strategiesDuring reading st
49、rategies refer to the techniques and methods applied by readers during the reading process, which play an irreplaceable role in reading.(1) PredictionPredicting from the title and topic sentencePredicting with background knowledgePredicting from single wordsPredicting from prior plotReadingStrategy(
50、2) Skimming: it refers to reading quickly to grasp the main idea or the theme of the passage. Readers can quickly identify the genre and the most important information with the help of strategies, such as highlighting main sentences, emphasizing key words and phrases, and skipping over minor informa
51、tion and details. (3) Scanning: it is a strategy which reader apply to locate some specific information quickly. Scanning requires readers to find answers with question in their mind. ReadingStrategy(4) Key word reading: it only focuses on the central part of sentences and some closely-related adjec
52、tives and adverbs. It is usually use to grasp main ideas and details of a passage. The reading speed can tremendously improved in this way, but the accuracy of understanding is also reduced, ranging from 50% to 70%.(5) Sense group readingReading by sense group means that readers read the whole passa
53、ge according to the constituted meaning phrases. Reading by sense groups not only improves reading speed and efficiency, but also deepens the understanding of reading material. ReadingStrategy(6) Making notes: During reading process, readers should write down some important information to enhance th
54、e understanding of the whole passage and details. Good reading notes should be short, exact, selective and systematic, clarify the writing purpose and the way information is organized.(7) Understanding the main content: in reading, readers not only passively receive new knowledge, but also think dee
55、ply and critically. It includes:Summarizing the main ideaIndentifying referencesDistinguishing generalizations from specifics InferringReadingStrategy(8) Guessing word meaning Guessing by definitionGuessing by synonym and antonym（同义词、反义词）Guessing by exampleGuessing by restatementGuessing by cause an
56、d effectGuessing by explanationGuessing by common sense and experienceGuessing by logical reasoningGuessing by affixReadingStrategy4.3 After reading strategiesAfter reading strategies are techniques applied by readers after the reading process to make conclusion. Readers need to discover their mista
57、kes and correct them. They also need to evaluate themselves properly to develop their advantages.Improving reading speedPacing yourselfSelf- evaluatingGetting rid of the bad habitsReadingStrategyWork cited1. 张东昌，潘巍巍. Empirical Researches on Reading Strategies in English (2010). 对外经济贸易大学出版社2. 王笃勤. 英语阅读教学(2011). 外语教育与研究出版社3. 佟敏强 (2009). 大学英语阅读教学理论与实践. 外语教育出版公司.4. 周绵绵，余笑，叶长彬(2011). 英语学习策略.科学出版社.Thank you!Thank you!Thank you!Thank you!
