Importance of Reading
By Keilor García Jiménez
What is reading?
Let´s talk about this: First write down your definition of reading... Then, discuss with your classmates what is reading for them
Practice
Our definition of reading:
- According to Neil Anderson (1999), reading is an active, fluent process which requires that the
reader interacts with the reading material to build meaning because meaning does not reside exclusively on the printed page or in the reader’s head. For that reason, in the process of reading, the words on the printed page must combine with the reader’s background knowledge and experiences so that the reader can construct a meaningful representation of what is being read.
What is Background knowledge?
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Background knowledge:
- Background knowledge is the information, knowledge, emotion, experience, and culture that the
reader brings to the text. Kant (as cited in Carrel, Devine, and Eskey, 1998) stated long ago that “new information, new concepts, new ideas, can have meaning only when they can be related to something the individual already knows” (p. 73). According to Carrel (1988), there are three types of background knowledge which are essential for a complete comprehension of a written text.
Background knowledge:
- Content: This is the general and specific information about something. It involves an understanding of
the text and the cultural-specific elements needed to interpret it.
- Formal: This type includes the knowledge of genres, style, format, and vocabulary. It has to do with awareness of the discourse level and the structure of the text.
- Linguistic: This is the necessary knowledge to decode a message written in any given language and understand how words are organized in sentences.
printed page must combine with the reader’s background knowledge and experiences so that the reader can construct a meaningful representation of what is being read.
read the following texts:
a. La razón humana tiene, en una especie de sus conocimientos, el destino particular de verse
acosada por cuestiones que no puede apartar, pues le son propuestas por la naturaleza de la
razón misma, pero a las que tampoco puede contestar, porque superan las facultades de la razón
humana. En esta perplejidad cae la razón sin su culpa. Comienza con principios, cuyo uso en el
curso de la experiencia es inevitable y que al mismo tiempo se haya suficientemente
garantizado por ésta. Con ello elévase (como lo lleva consigo su naturaleza) siempre más arriba,
a condiciones más remotas. Pero pronto advierte que de ese modo su tarea ha de permanecer
siempre inacabada porque las cuestiones nunca cesan; se ve pues obligada a refugiarse en
principios que exceden todo posible uso de la experiencia y que, sin embargo, parecen tan libres
de toda sospecha, que incluso la razón humana ordinaria está de acuerdo con ellos.
c. Apenas él le amalaba el noema, a ella se le agolpaba el clémiso y caían en hidromurias, en
salvajes ambonios, en sustalos exasperantes. Cada vez que él procuraba relamar las incopelusas,
se enredaba en un grimado quejumbroso y tenía que envulsionarse de cara al nóvalo, sintiendo
cómo poco a poco las arnillas se espejunaban, se iban apeltronando, reduplimiendo, hasta
quedar tendido como el trimalciato de ergomanina al que se le han dejado caer unas fílulas de
cariaconcia. Y sin embargo era apenas el principio, porque en un momento dado ella se
tordulaba los hurgalios, consintiendo en que él aproximara suavemente su orfelunios. Apenas se
entreplumaban, algo como un ulucordio los encrestoriaba, los extrayuxtaba y paramovía, de
pronto era el clinón, las esterfurosa convulcante de las mátricas, la jadehollante embocapluvia
del orgumio, los esproemios del merpasmo en una sobrehumítica agopausa. ¡Evohé! ¡Evohé!
Volposados en la cresta del murelio, se sentía balparamar, perlinos y márulos. Temblaba el troc,
se vencían las marioplumas, y todo se resolviraba en un profundo pínice, en niolamas de
argutendidas gasas, en carinias casi crueles que los ordopenaban hasta el límite de las gunfias.
read the following texts:
b. PFEIFEN DES WINDES BY JOHANN WOLFGANG VON GOETHE
Es ragt ins Meer der Runenstein,
Da sitz’ ich mit meinen Träumen.
Es pfeift der Wind, die Möwen schrein,
Die Wellen, die wandern und schäumen.
Ich habe geliebt manch schönes Kind
Und manchen guten Gesellen–
Wo sind sie hin? Es pfeift der Wind,
Es schäumen und wandern die Wellen.
Exercise 3 .what type of background information (from the previous
ones mentioned above) you were missing to understand each of the texts. Text a: ___________________________________________ Text b: ___________________________________________ Text c: ___________________________________________
Why is reading important?
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Why is reading important?
- It is a fundamental skill in today´s society.
- It is important to find a good job.
- It develops the mind.
- It helps us discover new things.
- It helps us develop our imagination.
- It helps us to fight for the importnat things in life.
- It saves us from being controlled and manipulated
- Words are the building-blocks of life.
What kind of texts have you read lately? Why did you read each one? What do you want to get from it?
The previous exercise allowed you to realize that you read for different reasons. Probably, if you
compared notes with your classmates, you will find different reasons again. Now, think about the way
in which you read each type of text. Did you read them all in the same way? Your answer will possibly
be negative because the way in which we approach a text is strongly influenced by our purpose for
reading. Scanning a dictionary to look up an unknown word is very different from reading a legal
document thoroughly.
You might have also noticed differences in speed when reading; some texts can be read very
quickly while others need more time to be understood. Have you realized that in some cases you may
even need to read aloud while in some others you do it silently? What were the reasons that made you
articulate what you read?
Being aware of the fact that we read different types of texts with different purposes at different
speeds will make the reading act more fluent, easier, and effective.
Steps of the reading process:
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Steps of the Reading Process:
Before reading, they: • use prior knowledge to think about the topic. • make predictions about the probable meaning of the text. • preview the text by skimming and scanning to get a sense of the overall meaning. During reading, they: • monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text. After reading, they: • reflect upon the ideas and information in the text. • relate what they have read to their own experiences and knowledge. • clarify their understanding of the text. • extend their understanding in critical and creative ways.
Can you think of a title for it?
Did you have a hard time guessing the topic?
a. Does the text make sense now? Why or why not? b. How does knowing the title change your understanding of the passage? c. In which stage of reading do you read the title? What do you read a title for?
Strategies for a better reader:
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What is a "strategy"?
2. Questioning the text. Proficient readers are always asking questions while they read.
1. Activating background knowledge to make connections between new and known information.
This instruction is divided into three categories of connection as —text-to-self, text-to-text, and text-to-world.
3. Drawing inferences. Proficient readers use their prior knowledge about a topic and the information to make predictions about what might happen next.
4. Determining importance. In the sea of words that is any text, readers must continually sort through
and prioritize information.
What is a "strategy"?
6. Repairing understanding when meaning breaks down. Proficient readers don't just plow ahead through text when it doesn't make sense—they stop and use "fix-up" strategies to restore their understanding.
5. Creating mental images. Readers are constantly creating mind pictures as they read, visualizing
action, characters, or themes.
7. Synthesizing information. Synthesis is the most sophisticated of the comprehension strategies,
combining elements of connecting, questioning, and inferring.
8. Enjoy reading and look for more complex readings.
How is this course going to help you become a better reader?
Reading, perhaps more than any other language skill, provides the foundation for success inlanguage learning and academic learning (Anderson, 1999, p. 218). However, many students have a conceptualization of reading as translating, and that can interfere with their ability to read well in
English.
VÍDEO
Many of the stories you read have become movies, this is an example:
VÍDEOS
Harry Potter
Lorem ipsum dolor sit amet consectetuer
VÍDEOS
Pride and Prejudice
Lorem ipsum dolor sit amet, consectetuer adipiscing elit
Lorem ipsum dolor sit amet, consectetuer adipiscing elit
Thank you!
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Unit 1. Reading Theory
Keylor Garcia
Created on August 18, 2020
Why is reading important?
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Transcript
Importance of Reading
By Keilor García Jiménez
What is reading?
Let´s talk about this: First write down your definition of reading... Then, discuss with your classmates what is reading for them
Practice
Our definition of reading:
What is Background knowledge?
Lorem ipsum dolor
Background knowledge:
Background knowledge:
read the following texts:
a. La razón humana tiene, en una especie de sus conocimientos, el destino particular de verse acosada por cuestiones que no puede apartar, pues le son propuestas por la naturaleza de la razón misma, pero a las que tampoco puede contestar, porque superan las facultades de la razón humana. En esta perplejidad cae la razón sin su culpa. Comienza con principios, cuyo uso en el curso de la experiencia es inevitable y que al mismo tiempo se haya suficientemente garantizado por ésta. Con ello elévase (como lo lleva consigo su naturaleza) siempre más arriba, a condiciones más remotas. Pero pronto advierte que de ese modo su tarea ha de permanecer siempre inacabada porque las cuestiones nunca cesan; se ve pues obligada a refugiarse en principios que exceden todo posible uso de la experiencia y que, sin embargo, parecen tan libres de toda sospecha, que incluso la razón humana ordinaria está de acuerdo con ellos.
c. Apenas él le amalaba el noema, a ella se le agolpaba el clémiso y caían en hidromurias, en salvajes ambonios, en sustalos exasperantes. Cada vez que él procuraba relamar las incopelusas, se enredaba en un grimado quejumbroso y tenía que envulsionarse de cara al nóvalo, sintiendo cómo poco a poco las arnillas se espejunaban, se iban apeltronando, reduplimiendo, hasta quedar tendido como el trimalciato de ergomanina al que se le han dejado caer unas fílulas de cariaconcia. Y sin embargo era apenas el principio, porque en un momento dado ella se tordulaba los hurgalios, consintiendo en que él aproximara suavemente su orfelunios. Apenas se entreplumaban, algo como un ulucordio los encrestoriaba, los extrayuxtaba y paramovía, de pronto era el clinón, las esterfurosa convulcante de las mátricas, la jadehollante embocapluvia del orgumio, los esproemios del merpasmo en una sobrehumítica agopausa. ¡Evohé! ¡Evohé! Volposados en la cresta del murelio, se sentía balparamar, perlinos y márulos. Temblaba el troc, se vencían las marioplumas, y todo se resolviraba en un profundo pínice, en niolamas de argutendidas gasas, en carinias casi crueles que los ordopenaban hasta el límite de las gunfias.
read the following texts:
b. PFEIFEN DES WINDES BY JOHANN WOLFGANG VON GOETHE Es ragt ins Meer der Runenstein, Da sitz’ ich mit meinen Träumen. Es pfeift der Wind, die Möwen schrein, Die Wellen, die wandern und schäumen. Ich habe geliebt manch schönes Kind Und manchen guten Gesellen– Wo sind sie hin? Es pfeift der Wind, Es schäumen und wandern die Wellen.
Exercise 3 .what type of background information (from the previous ones mentioned above) you were missing to understand each of the texts. Text a: ___________________________________________ Text b: ___________________________________________ Text c: ___________________________________________
Why is reading important?
Lorem ipsum dolor
Why is reading important?
What kind of texts have you read lately? Why did you read each one? What do you want to get from it?
The previous exercise allowed you to realize that you read for different reasons. Probably, if you compared notes with your classmates, you will find different reasons again. Now, think about the way in which you read each type of text. Did you read them all in the same way? Your answer will possibly be negative because the way in which we approach a text is strongly influenced by our purpose for reading. Scanning a dictionary to look up an unknown word is very different from reading a legal document thoroughly. You might have also noticed differences in speed when reading; some texts can be read very quickly while others need more time to be understood. Have you realized that in some cases you may even need to read aloud while in some others you do it silently? What were the reasons that made you articulate what you read? Being aware of the fact that we read different types of texts with different purposes at different speeds will make the reading act more fluent, easier, and effective.
Steps of the reading process:
Lorem ipsum dolor
Steps of the Reading Process:
Before reading, they: • use prior knowledge to think about the topic. • make predictions about the probable meaning of the text. • preview the text by skimming and scanning to get a sense of the overall meaning. During reading, they: • monitor understanding by questioning, thinking about, and reflecting on the ideas and information in the text. After reading, they: • reflect upon the ideas and information in the text. • relate what they have read to their own experiences and knowledge. • clarify their understanding of the text. • extend their understanding in critical and creative ways.
Can you think of a title for it?
Did you have a hard time guessing the topic?
a. Does the text make sense now? Why or why not? b. How does knowing the title change your understanding of the passage? c. In which stage of reading do you read the title? What do you read a title for?
Strategies for a better reader:
Lorem ipsum dolor
What is a "strategy"?
2. Questioning the text. Proficient readers are always asking questions while they read.
1. Activating background knowledge to make connections between new and known information. This instruction is divided into three categories of connection as —text-to-self, text-to-text, and text-to-world.
3. Drawing inferences. Proficient readers use their prior knowledge about a topic and the information to make predictions about what might happen next.
4. Determining importance. In the sea of words that is any text, readers must continually sort through and prioritize information.
What is a "strategy"?
6. Repairing understanding when meaning breaks down. Proficient readers don't just plow ahead through text when it doesn't make sense—they stop and use "fix-up" strategies to restore their understanding.
5. Creating mental images. Readers are constantly creating mind pictures as they read, visualizing action, characters, or themes.
7. Synthesizing information. Synthesis is the most sophisticated of the comprehension strategies, combining elements of connecting, questioning, and inferring.
8. Enjoy reading and look for more complex readings.
How is this course going to help you become a better reader?
Reading, perhaps more than any other language skill, provides the foundation for success inlanguage learning and academic learning (Anderson, 1999, p. 218). However, many students have a conceptualization of reading as translating, and that can interfere with their ability to read well in English.
VÍDEO
Many of the stories you read have become movies, this is an example:
VÍDEOS
Harry Potter
Lorem ipsum dolor sit amet consectetuer
VÍDEOS
Pride and Prejudice
Lorem ipsum dolor sit amet, consectetuer adipiscing elit
Lorem ipsum dolor sit amet, consectetuer adipiscing elit
Thank you!
Lorem ipsum dolor