Reading Skills - methods and applications

Dr. Rob Waring / Notre Dame Seishin Women's University
/ 2-16-9 Ifuku-cho, Okayama. 700-8516

Received wisdom

  • Children learn most of their L1 from reading
  • We need to learn words in their context so memorization is limiting
  • Research shows (L1 English speaking) children pick up about 1000 new words per year
  • L2 learners should read about a book a week at their level of difficulty

What does recent research into learning vocabulary from reading tell us?

  • It is slow (it takes about 30-50 meetings to learn a word for sight recognition from reading.)
  • Not all words are learnt at the same pace
  • Little research has been done into the rate learning of collocation, colligation or lexical phrases from reading
  • There are almost no data on the rate at which grammatical items are picked up (e.g. the tenses)
  • We know very little about the rate of learning vocabulary from listening

What’s the L2 learner’s linguistic task?

The vocabulary

  • Learners need 7000-8000 words to read native novels with high vocabulary coverage.
  • About 2000 words cover 85% of the language (7000 words covers 97% of novels)
  • Learners need words other than those just for novels (also technical / specialist vocab)
  • Learners must learn a lot about the words
  • What are the nuances and shades of meanings?
  • What are the collocations and colligations?
  • What is the pronunciation, spelling and word stress?
  • Is a word typically spoken, or written?
  • Is it useful or rare, polite or pejorative?
  • In which discourse domains do we usually find these words?

Verb Uses of Idea: Abandon an idea, absorb, accept, adjust to, advocate, amplify, advance, back, be against, be committed/dedicated/drawn to, be obsessed with, be struck by, borrow, cherish, clarify, clingto, come out/up with, confirm, conjure up, consider, contemplate, …………………………. plus 100 more.

Adjective uses of Idea: “An idea is ………...” abstract, absurd, advanced, ambitious, arresting, basic, bizarre, bold, bright, brilliant, classical, clear, common, commonsense, confused, controversial, convincing, crazy, diabolical, disconcerting, elusive, …………plus 30 more.

Lexical phrases

I’d rather not; If it were up to me, I’d … ; So, what do you think? ; We got a quick bite to eat; What’s the matter? The best thing to do is …

The grammar

A government committee has been created to …

He hasn’t seen her for a while.

Why haven’t you been doing your homework?

There’s been a big accident in Market Street.

Have you ever seen a ghost?

Common sense tells us………

  • We can only hope to teach a few of these ‘word partners’, grammar patterns and lexical phrases
  • The students must somehow learn these words and grammar by themselves
  • Students ultimately have to be independent language learners
  • We must teach them how to learn words and ‘word partners’ very quickly
  • When they know about 1-200 words they can start reading
  • Students cannot learn new things if the text is too difficult
  • They need to know 98% or more of the surrounding words before they can guess successfully from context
  • They need to meet words many many times because they forget

How can this be done?

The course book.

Advantages

They introduce new language and give practice in the language items

They provide a core syllabus

They give a sense of progression

Disadvantages

Every unit has new structures, new vocabulary (a teaching = learning philosophy)

The target language is not recycled enough

Most language is presented and taught discretely and in an abstract way

There are few chances to consolidate language

Graded readers (and Extensive Reading) ....

  • Make discrete and isolated language meaningful
  • Allow learners to work in their own comfort zone (their own pace at their own level)
  • Focus on deepening language awareness and knowledge not only introducing it
  • Consolidate the language by recycling and revisiting the language learnt in course books
  • Give massive practice in language use
  • Give opportunities to get a feeling for how the language goes together
  • Build recognition automaticity, reading speed and fluency to allow students to go from the word-by-word level to the idea-by-idea level of reading
  • Build confidence
  • It is pleasurable language study
  • It helps build a life-long habit of reading and learning

This implies

  1. Keep our course books to teach and introduce language features
  2. Add Extensive reading to deepen this knowledge
  3. Extensive reading should NOT BE OPTIONAL or SUPPLEMENTAL
  4. Extensive reading is a CORE part of language learning that pulls language together
  5. Learners should learn a ‘start up’ vocabulary very quickly. They can do this by systematic learning of words.
  6. Then (after they have a basic vocabulary), they should start to read extensively so that they can ……..
  1. get a sense of how the language fits together
  2. meet the words many times so they don’t forget them
  3. notice many of the ‘word partners’
  4. build reading speed
  5. move from the word by word reading to the idea level of reading
  6. learn about the world / people / etc.
  7. get a sense of how texts are constructed

etc.

We must not forget Extensive Reading

ER is an essential part of a balanced curriculum because:-

  • it provides the massive amounts of text needed to meet new language in context
  • it is the glue that helps to consolidate discrete and abstract knowledge.
  • it helps students notice connections between previously abstract knowledge
  • it presents discrete and isolated knowledge in meaningful contexts
  • it builds recognition automaticity to allow students to go from the word-by-word level to the idea-by-idea level of reading
  • it allows students to get a feel for collocation and colligation
  • it allows for massive recycling of meaningful language
  • it helps build reading speed and fluency
  • it builds confidence
  • it is pleasurable language study
  • it helps build a life-long habit of reading and learning

ER must be done at the right level

  • 98% or more of the words and structures should already be known (so their reading does not get interrupted and they can build fluency)
  • they should understand at least 95% of the story so they don’t get put off by a difficult text
  • they should be reading at a good reading rate (above 60-70 wpm) so they can chunk language into idea units
  • the reading should be enjoyable so they don’t get bored and put the book down

This means for ER :-

  • Only the student can decide what is a comfortable reading level
  • If the text is too difficult it becomes “noise” and they will become bored, disinterested and demotivated

ER FAQ

How do I know they understand?

  • Ask yourself “do they look like they understand?”
  • Are they having to re-read parts of their books?
  • Are they constantly looking in their dictionaries?
  • Do they look bored or disinterested?
  • Do they smile when they read funny parts of the story, or look a little apprehensive in exciting moments of the book?
  • Can they re-tell the story with little trouble?
  • Can they react to the story freely by saying what they liked, or how the story may have ended differently?
  • Do you find them peeking at the book during class (or they find it hard to put down when asked to stop reading)?
  • Do they seem to be reading slowly (say by moving their finger along the page?). You can secretly time a reader as she is reading to find out.

How can I assess their reading?

There are over a hundred ways to assess this kind of reading to check comprehension or in order to find a grade for their reading. Here are a few ideas.

  • ask the learners if they feel their reading is getting better / easier
  • count the number of books they read
  • count the number words they read
  • use the Activity Worksheets available from the publisher either online or in printed booklets
  • ask them to write a short book report or summary
  • ask them to fill in a book report sheet.
  • ask them to tell you about their favourite character
  • ask them to see if they can read the same book faster a second time
  • they can discuss their reading.
  • assign a number of pages per term or semester or grade them on how much they read.
  • use pot check tests.
  • find their reading speed development
  • make wall charts, drawings and other activities
  • get them to draw scenes from the story

How many books do I need?

You need at least one book per student so they can swap. If you have 30 students you then have 30 books to share. They only cost say 450-700 yen. And you can use them next year. Try to go for variety.

What is the ideal level at which ER should be done?

At or below their reading ability (i minus1 if you know Krashen) (i.e. 2-3 unknown words per page, or over100 words per minute or better). If slower - get an easier book.

How much reading should they do?

Research shows a book a week at their own level is best before forgetting kicks in. But not all students and programs can take this level. It is important to start with a lighter load, say one book over 2 weeks.

How does the student know her 'level'?

The student looks at books at different difficulty levels. She finds one that she feels comfortable with (good reading speed, few unknown words, enjoyable, easy etc.). She then reads it. Stop if it is too difficult / boring and find an easier book.

How can I convince other teachers about this?

Show them this handout and explain it to them. Ask them to visit the websites.

Ask them to read the Oxford Guide to the why and how of graded reading

English version

Japanese version

Should students read things other than books to practice extensive reading?

Yes. They can read magazines, webpages etc. But if the reading is too difficult it will become intensive reading (to focus on the language). Most advanced learners in Japan cannot deal with Time magazine, or daily newspapers fluently.

What is done in and out of class?

Out of class:

Development of sight recognition for new vocab (from word lists)

ER to - deepen the knowledge of the independent vocab learning and to give chances for the students learn patterns in the language

In class:

IR to develop awareness of language patterns

Training in focusing on the message not the text

Training in strategy use (e.g. Dictionary use / guessing from context /

inferencing skills / building word family knowledge / etc. etc.

See "Reading Power" series by Mikulecky for examples. (see below for reference)

Some silent reading time of ER texts (if time allows)

Management of the ER materials

Teacher helps with training in independent vocabulary learning

Practical issues concerning the setting up of an ER program

  • Ensure the Reading program complements the school / department goals and objectives
  • Make sure everyone is involved in the setting up / that group decisions are made/ that all understand it (difficult to do, so double check you understand the whys and whats first - see below for more reading) or it will become 'John's reading thing' only to disappear when John leaves.
  • Start small but think big so you can expand later without pain / re-organization (e.g. one class first)
  • Beg, borrow or steal some Readers. (You need an annual allocation of funds)
  • Number each book, assign a color code to each book by its difficulty level
  • Have a good stock management system (see websites for ideas). Put them in the school library if you can. (Tip: think really hard to anticipate problems before they happen). Don't let students swap books before they go through the stock management system.
  • Decide how you will assess the reading (and grade it, if at all)
  • Decide when students change books (Tip for small programs: all change at the same time)
  • Decide how many books they can borrow at once (and set reading goals within student reach).
  • Explain to the students why it is a good idea that they do this. Tell them their objectives.
  • Decide how you will evaluate the reading program and how changes will need to be made.

Resources on Extensive Reading

There is a discussion list for those interested in Extensive Reading at . You can join by sending an email to .

Extensive Reading sites

Setting up a program

Word Frequency lists

Class management worksheet samples

References

Bamford, J. and R. Day.2004Extensive Reading Activities for Teaching Language Cambridge: CambridgeUniversity Press.

Day, R. R., & Bamford, J1998Extensive reading in the second language classroom Assessing ERCambridge: Cambridge University Press.

Mikulecky B. and J. Jeffries. Reading Power. Addison Wesley.

Questions for the participants.

Choose two of these questions. Write one page of A4 about each question.

  1. Some teachers say that they cannot do extensive reading because they have to focus on examinations. What do you think of this argument, and what are the disadvantages of this view? How can extensive reading help for examination preparation?
  1. What would be a good balance between intensive and extensive reading in your language program? Why?
  1. Give several ways that you could help students to become motivated to read more in English? What methods of ‘teaching reading’ might make them demotivated? Why?
  1. What are some of the problems with teaching reading only through translation? (i.e. the teacher asks students to translate each sentence as they go through a text.

1/8