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Date Posted: 11:28:45 09/22/04 Wed
Author: Patrícia Médice
Subject: Re: Task 2
In reply to: Angela Vitorino 's message, "Re: Task 2" on 16:45:31 09/20/04 Mon

Date Posted: 16:45:31 09/20/04 Mon
Author: Angela Vitorino
Subject: Re: Task 2
In reply to: Kátia 's message, "Task 2" on 15:44:56 09/14/04 Tue

>
TASK 2 - TEACHING READING


Some people believe that reading is a passive skill and they can read any kind of reading in the same way. But I am convinced that reading, at first, is an active skill, which involve processing ideas, transmitted through language. While reading, two approaches occur: the bottom-up ( when the written symbols are decoded) and the top-down (when the reader uses his background knowledge, his world experience in the interpretation of discourse). Through these processes we can see that there is an interaction between the reader and the writer. Besides that, we read for different purposes in mind, such as : for pleasure, for curiosity, to look for a specific piece of information, for a school task, to keep a correspondence, to know what is happening, for culture and so on. Then, I am pretty sure that we should use different strategies to match by different purposes of reading.
For this purpose , I will try to classify the reading strategies, reaffirming that those mental processes should be chosen, according to the type of the piece of reading.
· Having a purpose – keeping in mind why a text is being read
· Previewing and Predicting – conducting a quick survey of the text to identify the organization of the text and guess what is to come
· Skimming – looking quickly through the text to get a general idea
· Scanning – looking quickly through the text to locate specific information
· Reading actively – asking questions and then reading for answers
· Identifying .genres – knowing the nature of the text, its pattern organization
· Identifying sentence structure – identifying the parts of the sentence.
· Inferring unknown vocabulary – guessing the meaning of words from the context
· Inferring the main idea
· Noticing cohesive devices- recognizing and using pronouns, referents and other lexical equivalents.
· Paraphrasing – re-stating texts in the reader’s own words
· Summarizing- re-stating main ideas and leaving out details
· Evaluating – reading critically and assessing the truth value of textual information
· Reviewing – looking back over a text, putting together information from several parts of the text.

Concluding, reading is an interactive process involving the work with linguistic knowledge and the reader’s background knowledge. The readers have a great variety of strategies to choose, according to the purposes for which they are reading. Teachers have the task to give the learners the opportunities to access those strategies and match them to their purposes. Teaching reading also include the motivation. Students should be encouraged to go beyond the texts, after using the suitable strategies, forming a criticism and a consciousness about what they read.


OBS: COMENTÁRIOS

1) NO CASO AQUI FOI FEITO UMA ENUMERAÇÃO DE ESTRATÉGIAS DE LEITURA E NÃO UMA EXPLANAÇÃO DE CADA ESTRATÉGIA . NÃO HOUVE A TRANSIÇÃO ENTRE AS ESTRATÉGIAS CITADAS CONFORME É FEITO EM UM DESENVOLVIMENTO CLASSIFICATÓRIO DE UM TEXTO (CLASSIFICATED DEVELOPMENT).
SUGIRO QUE VEJA O TEXTO “COLD REMEDIES” NO CAPÍTULO 9, E ASSIM ENTENDERÁ COMO SÃO FEITAS AS TRANSIÇÕES ENTRE OS PARÁGRAFOS DESSE TIPO DE DESENVOLVIMENTO.

2) CASO NÃO SEJA POSSÍVEL FAZER ESSAS TRANSIÇÕES COM A CLASSIFICAÇÃO ATUAL, TALVEZ SERIA INTERESSANTE CLASSIFICAR AS ESTRATÉGIAS DE ACORDO COM AQUILO QUE ENCAIXA COM OS CONHECIMENTOS LINGÜÍSTICOS E UMA OUTRA CATEGORIA RELACIONADA COM O CONHECIMENTO ADQUIRIDO DO LEITOR.

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Replies:

  • Re: Task 2 comments on Angela"s -- Aparecida S.SIlva, 06:05:09 09/23/04 Thu
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