Teaching and Developing Reading Skills
Clerisy Architect: Sabina Atic
Length of Workshop: 60 Minutes
Publications Highlighted: Cambridge Handbooks for Language Teachers, Series Editor Scott Thornbury, Teaching and Developing Reading Skills, Cambridge University Press., Teaching and Developing Reading Skills P. Watkins Cambridge University Press 2017., Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises By Frangoise Grellet, Grellett, Grellet Francoise, Cambridge University Press., Reading in a Second Language: Moving from Theory to Practice By William Grabe, 2009., Helping Students Become Better Leraners, Lispon and Wikson, 1991, Teaching and Researching: Reading By William Peter Grabe, Fredricka L. Stoller, Extensive Reading Activities for Teaching Languageedited by Julian Bamford, Richard R. Day, Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Speciﬁc Purposes
Danielson Framework: Domain 1 – Planning and Preparation, Domain 3 – Instruction
This workshop will investigate the importance of reading for the language acquisition process. According to Schott Thornbury, there is a tendency to think of reading a single skill. However, reading is complex, made of a whole range of processes happening very quickly and often simultaneously. As well as lexical knowledge, when reading we also use our knowledge of grammar to group words into phrases and we make connections from one part of the text to another. The workshop will also focus on purposes of reading and it will identify reasons for reading developed by Frangoise Grellet. These reasons will give teachers insight into the fact that our reasons for reading a particular text and the level of detail we require from it will influence how we read the text. Furthermore, the reading categories such as skimming, scanning, and detailed reading will also be presented. Having an understanding of these categories and having the ability to demonstrate the accurately to the students will play a massive role in developing reading skills, especially if one is preparing students for exams such as FCE, CAE, CPE, IELTS, and TOEFL. While we investigate these theories, we will also address the discussion concerning silent reading and reading aloud, and which one is better for our classroom and our students. Furthermore, we will investigate how the environment affects students and their reading skills and offer some suggestions for teachers on how to create reader-friendly surroundings. Besides the previously mentioned theoretical framework, the workshop will present a wide range of reading activities that can be used in different teaching settings and for different age groups. After listening to this workshop, teachers are expected to develop a better understanding of the complexity of the reading process and to master teaching reading skills. Furthermore, the activities presented in this workshop will be extremely empowering for the teachers because they can easily apply them in their classroom and the students will get professional guidance on how to improve their reading skills.
- To develop theoretical knowledge of processes that are required to establish successful reading skills.
- To develop activities that will enhance reading skills
- To evaluate student’s reading skills and assess them following the guidelines of CEFR