Reading in ENGLISH Professor Reinildes Dias, Ph.D.

Apresentação em tema: "Reading in ENGLISH Professor Reinildes Dias, Ph.D."— Transcrição da apresentação:

1 Reading in ENGLISH Professor Reinildes Dias, Ph.D.
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2 L2 Reading is a basic life skill.
Without the ability to read in English well, opportunities for personal fulfillment and job success inevitably will be lost.

3 Literacy rich environments display texts everywhere and provide opportunities
that can engage students in L2 reading and writing activities. These environments can also encourage students to read and write in English for different social purposes.

4 Reading throughout the years:
from the 70s to now. Three cognitive models The bottom-up model The top-down model The interactive model

5 The bottom-up model acknowledges that …
Readers proceed from the written text to meaning. Readers are passive recipients of meaning. Meaning resides in texts. Meaning is driven by the text. Reading proceeds from part to whole.

6 From the bottom-up perspective, it is believed that …
Readers read in a linear way through a step-by-step procedure which involves identification of letters, recognition of spelling patterns and words, and the processing of meaning from the sentence level to the paragraph level and then to the text itself.

7 In sum, the bottom-up model
emphasizes a single-direction, part-to-whole processing of a text.

8 Main proponents of the bottom-up
model of reading Gough, P.B. (1972). One second of reading. In: J.F. Kavanagh and I.G. Mattingly (eds.), Language by ear and by the eye (pp ). Cambridge, MA: MIT Press. LaBerge, D. and Samuels, S.J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6,

9 According to Gough (1972), reading is a sequential or serial mental process.
In his words, “Readers begin by translating the parts of written language (letters) into speech sounds, then piece the sounds together to form individual words, then piece the words together to arrive at an understanding of the author’s written message.”

10 Top-down process Important element: readers’ prior knowledge.
Focuses on what readers bring to the process Readers activate prior knowledge to understand texts. Readers are active processors of meaning.

11 Top-down process: Reading is a “psycholinguistic guessing game”,
Goodman, 1970. Reading proceeds from whole to part. Meaning is brought to the written text, not derived from it. Reading is driven by meaning.

12 Main advocates of the top-down
model of reading Kenneth Goodman (1967). Reading: A psycholinguistic guessing game. Journal of Reading Specialist, 6, Frank Smith (1971). Understanding reading. New York: Holt, Rinehart and Winston.

13 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model)

14 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity.

15 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity. Reading is a dynamic activity.

16 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity. Reading is a dynamic activity. Readers have no control over the act of comprehending a text

17 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity. Reading is a dynamic activity. Readers make use of their previous knowledge to comprehend a text. Readers have no control over the act of comprehending a text

18 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity. Reading is a dynamic activity. Readers have no control over the act of comprehending a text Readers make use of their previous knowledge to comprehend a text. Readers rely only on the formal features of language in the quest for making sense of a text.

19 Traditional view of reading (bottom-up model)
Cognitive view of reading (top-down model) Reading is a passive activity. Reading is a dynamic activity. Readers have no control over the act of comprehending a text Readers make use of their previous knowledge to comprehend a text. Readers rely only on the formal features of language in the quest for making Sense of a text. Readers (as well as texts) are at the heart of the reading process.

20 Acknowledges that reading involves
The interactive model of reading Acknowledges that reading involves both a bottom-up and a top-down process.

21 The interactive model of reading
Recognizes the simultaneous interaction of bottom-up and top-down processes during reading comprehension.

22 The interactive model of reading
Readers rely on their prior knowledge and also on the formal features of language in the quest for making sense of a text.

23 The interactive model of reading
Stresses the dynamic interaction of the active mind of the reader and the written text.

24 The interactive model of reading
Examines reading comprehension from the point of view of connected discourse.

25 The interactive model of reading
Starts considering readers’ cultural background and value systems in the process of reading comprehension.

26 The interactive model of reading
Acknowledges the importance of schema, that is, units of organized knowledge about events, situations, or objects that readers have stored in their mind’s cognitive structures during the process of reading comprehension.

27 The interactive model of reading
Schema knowledge is subdivided into formal and content schema with the acknowledgment of the importance of the social, cultural and text rhetorical features in reading comprehension Carrell & Einsterhold (1988)

28 Main advocates of the interactive
model of reading David Rumelhart (1980). Schemata: the building blocks of cognition. In: Spiro, R.J.; Bruce, B. C.; Brewer, W. F. (ed). Theoretical issues in reading comprehension. p Keith Stanovich (1980). Toward an interactive- compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16,

29 A spoken or written text does not in itself
Cognitive views of reading (top-down and interactive models) Encompass this fundamental principle from schema theory: A spoken or written text does not in itself carry meaning; rather, it provides directions for readers on how to use their own stored knowledge to retrieve and construct meaning. (Adams & Collins apud Leahey & Harris, p. 201).

30 A social view of reading
Posits that reading performs a socializing function. Assumes that texts are social and cultural artifacts reflecting group values and norms. Acknowledges the fact that texts are materialized or structured into different genres. Recognizes that we communicate through genres that fulfill different social purposes in particular contexts of use.

31 Toward a synthesis: A sociocognitive view of reading (Bernhardt, 1991). The two perspectives are integrated into a holistic view of the reading process. Meaning is reader-generated and it depends on the activation of different types of knowledge (prior knowledge, textual, lexical-systemic and strategic knowledge).

32 A sociocognitive view of reading
Toward a synthesis: A sociocognitive view of reading (Bernhardt, 1991). Acknowledges the dynamic relationships between text producers, text receivers and the text itself. Recognizes the ongoing interaction between reader and writer, mediated by the text and context. This interaction is socially constructed.

33 A sociocognitive view of reading
Toward a synthesis: A sociocognitive view of reading (Bernhardt, 1991). Schema knowledge (from schema theory) is both a social and a mentalistic construct. Understands the concept of text as a social construct.

34 Conceptualized as a social construct.
Viewed as a communicative event that is socially and culturally recognizable, both in spoken and written modes. Materialized in different genres for a variety of social communicative purposes. The reading text

35 The reading text (Anstey; Bull, 2004)
A reading text can be paper, electronic, or live. It may comprise one or more semiotic systems (linguistic, sound, visual, spatial, gestural). Texts are consciously constructed. The reading text Meanings are actively constructed. A text may be constructed using intertextuality. Texts may be multimodal, interactive, linear, and nonlinear. (Anstey; Bull, 2004)

36 A genre-based approach to teach L2 reading
Encourages habits of meaning-making by students. Centered on the explicit identification and analysis of genre features to show how patterns of language work to shape meaning.

37 A genre-based approach to teach L2 reading
Counts on students’ recognition of genre similarities between Portuguese and English to enhance L2 reading comprehension. Counts on students’ repeated experiences with texts in their mother language to enhance L2 reading comprehension.

38 A genre-based approach to teach L2 reading
Encourages students to contextualize the particular texts they have to read by an understanding of the specific situations for which they have been written, their communicative purposes, intended audience, the social role played by the author, and when and where they were published.

39 A genre-based approach to teach L2 reading
In other words, this approach to teaching encourages students to answer this set of questions: “who writes what, for what purposes, how, where, and when” in order to understand the overall context for which texts have been written as well as who they want to influence.

40 A genre-based approach to teach L2 reading
Teaches the discursive, the lexical and the linguistic features of different genres explicitly to enhance L2 reading comprehension.

41 Fase 1: Pré-leitura Fases de uma aula de leitura
Ativação de conhecimento anterior Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

42 Fase 2 Compreensão de pontos gerais Fases de uma aula de leitura
Compreensão das condições de produção do texto Exploração da informação não-verbal Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

43 Fase 3 principais Compreensão de pontos Fases de uma aula de leitura
Exploração da informação verbal: construção dos elos coesivos - lexicais e gramaticais - inferências. Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

44 Fase 4 Compreensão detalhada Fases de uma aula de leitura
Exploração da informação verbal: inferências, sínteses, integração. Resumo do texto lido na forma de diagramas, esquemas e mapas conceituais Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

45 Fase 5: Pós-Leitura Fases de uma aula de leitura
Reflexões sobre as características retórico-discursivas e linguístico- textuais do texto lido. Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

46 Fase 5: Pós-Leitura (cont.)
Fases de uma aula de leitura Fase 5: Pós-Leitura (cont.) Atividades de desenvolvimento de vocabulário. Atividades de aprendizagem de gramática Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais

47 Please send me a message from there. I’ll be
Visit my PORTAL at Please send me a message from there. I’ll be glad to be in touch with you.

48 References DIAS, R. Proposta Curricular de Língua Estrangeira do Estado de Minas Gerais -CBC. Disponível em: Faça o download em .pdf para facilitar a leitura.

49 Publicações recentes DIAS, R; DELL’ISOLA, R. L. P. Gêneros textuais: teoria e prática de Ensino em LE. Campinas: Mercado de Letras DIAS, R. Inglês na escola: pelas trilhas da inclusão social. Belo Horizonte: Editora Dimensão DIAS, R; JUCÁ, L.; FARIA, R. Prime – Inglês para o Ensino Médio. São Paulo: Macmillan DIAS, R; CRISTOVÃO, V. L. L. O livro didático de língua estrangeira: múltiplas perspectivas. Campinas: Mercado de Letras

50 Feel free to get in touch with me: diasreinildes@gmail.com
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