ED2631 Lecture Notes - Lecture 2: The Features, Hungry Beast, Marie Clay
English 1: Reading and Viewing
Lecture Two – Week Two
The Reading process, major theories of teaching reading, a Balanced approach
• ACER PISA Summary 2015
o Reading performance 2000-2015
• Assessment One
o Lesson Plan – 20%
▪ Using the Modelled or Shared reading procedure to teach a reading strategy Sounding out,
predicting, reading-on, or re-reading
▪ Assessment guidelines are on Bb
▪ Assessment rubric is on Bb
▪ You’ll be discussing this in your tutorial this week.
• Revision from Last week
o Literacy is the ability to read and use written information and to write appropriately in a range of
contexts.
o Reading is one of the modes of language reading, writing, speaking and listening,
o The aim of reading is to understand written text (viewing = images)
• Understanding the reading process
o Developing a clear understanding of the reading process is a challenge. Reading is often a silent,
motionless, personal act involving cognitive and social processes that are interactive, and not always
observable.
o The reading process is an interactive process between:
▪ the context of the reading or viewing event;
▪ the knowledge within the cues;
▪ the use of reading strategies.
• 1. The context of the reading and viewing event
o The context of reading/viewing differs depending on the social purpose or cultural background of the
writer and the reader/viewer.
find more resources at oneclass.com
find more resources at oneclass.com
2
o It is determined by o Purpose
▪ Situation
▪ Subject matter (Text selection)
▪ Relationship between author and reader.
• 2. The knowledge within the cues
o The reading process – the linguistic cueing system (Pearson, 1975)
o Semantic cues for understanding
▪ Topic or concept knowledge Cultural or world knowledge
▪ The cowboy jumped on his __________ and rode away.
▪ Vocabulary knowledge Links new texts to their prior experiences
▪ Meaning is in the text and in the mind of the reader – the successful reader asks
• ‘does this make sense?’
▪ Reading itself is one of the best ways to increase semantic knowledge
o Syntactic cues for understanding
▪ Syntactic knowledge is
• Grammatical knowledge
• Text knowledge – how is this text constructed?
• Helps with fluency (predicting next word...)
• Does this sound right?
o Word order, tense, organisation and structure of the text
▪ Syntactic (Grammatical)information helps us to link information within and across sentences.
• Yesterday she ________ the length of the pool.
• The cowboy jumped on his __________ and rode away.
• Kahli looked at the lion. It stood near him in the grass. Its enormous head and jaws
increased his fear of the hungry beast.
o Graphophonic/Phonological cues for understanding
▪ Sounds of spoken language
▪ word knowledge –includes sight words
▪ graphophonic knowledge
▪ orthographic knowledge
▪ concepts about print
▪ readers use their knowledge of how the sounds of language are typically represented in print to
recognise familiar words and decode words they don’t know.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
The reading process, major theories of teaching reading, a balanced approach: acer pisa summary 2015, reading performance 2000-2015. Assessment one: lesson plan 20, using the modelled or shared reading procedure to teach a reading strategy sounding out, predicting, reading-on, or re-reading, assessment guidelines are on bb, you"ll be discussing this in your tutorial this week. The context of the reading and viewing event: the context of reading/viewing differs depending on the social purpose or cultural background of the writer and the reader/viewer. It is determined by o purpose: situation, subject matter (text selection, relationship between author and reader, 2. The knowledge within the cues: the reading process the linguistic cueing system (pearson, 1975, semantic cues for understanding. Topic or concept knowledge cultural or world knowledge. The cowboy jumped on his __________ and rode away. Vocabulary knowledge links new texts to their prior experiences. Meaning is in the text and in the mind of the reader the successful reader asks.
