This material is about teaching reading in foreign language context.

1. Teaching
reading
Dwi Settya Mahaputri, M.Pd

2. INTERACTIVE
SOCIOGOGNITIVE PROCESS
TEXT
READER SOCIALCONTEXT

3. WHAT IS READING?
The ability to
successfully generate
meaning from text.

4. WHAT IS FLUENT
READING?
“The ability to read at an
appropriate rate with
adequate comprehension”
(68).
Anderson, N. J. (2003). Exploring Skills: Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp.
67-86). New York: McGraw-Hill.

5. TEACHING READING?
Transfering
information in form of
written language

6. WHAT IS STRATEGIC READING?
“The ability of the reader to
use a wide variety of
reading strategies to
accomplish a purpose for
reading” (68).
Anderson, N. J. (2003). Exploring Skills: Reading. In D. Nunan (Ed.), Practical English Language Teaching (pp.
67-86). New York: McGraw-Hill.

7. WHAT IS THE GOAL OF READING?
Comprehension

8. READING AS RECEPTIVE SKILLS
Receptive skills are the ways in
which people extract meaning
from the discourse they see or
hear. There are generalities
about this kind of processing
which apply to both reading and
listening.

9. HOW READING WORKS AS RECEPTIVE
SKILL
• When we read a story or a newspaper, listen to the
news, or take part in conversation, we employ our
previous knowledge as we approach the process of
comprehension
• we deploy a range of receptive skills
• which receptive skills we use will be determined by
our reading or listening purpose.
• we need to have ‘pre-existent knowledge of-the world’
• we are able to recognize that we see or hear because
it fits into patterns that we already know.

10. REASONS FOR READING
• We can divide reasons for reading into
two broad categories:
1. Instrumental
2. Pleasurable
• Instrumental: a large amount of reading
takes place because it will help us to
achieve some clear aim.
• Pleasurable: another kind of reading
takes place largely for pleasure.

11. FACTORS THAT INFLUENCE
READING COMPREHENSION:
 The reader
 The text
 Interaction between the reader and the text:
 Strategies
 Schema
 Purpose for reading
 Manner of reading
 Fluency
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language
classrooms. New York: Cambridge University Press.

12. Bottom-up processing
(decoding)
Top-down processing
Interactive approach
MODELS OF READING

13. BOTTOM-UP PROCESSING
Reader builds meaning from the
smallest units of meaning to
achieve comprehension.
Example
letters  letter clusters  words  phrases 
sentences  longer text  meaning =
comprehension

14. TOP-DOWN PROCESSING
Reader generates meaning by
employing background knowledge,
expectations, assumptions, and
questions, and reads to confirm
these expectations.
Example
Pre-reading activities (i.e. activating schema,
previewing, and predicting) + background
knowledge (cultural, linguistic, syntactic, and
historical) = comprehension
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language
classrooms. New York: Cambridge University Press.

15. INTERACTIVE APPROACH
Reader uses both bottom-up and
top-down strategies
simultaneously or alternately to
comprehend the text.
Example
Reader uses top-down strategies until he/she
encounters an unfamiliar word, then employs
decoding skills to achieve comprehension.
Aebersold, J. & Field, M. L., (1997). From reader to reading teacher: Issues and strategies for second language
classrooms. New York: Cambridge University Press.

16. Knowledge base + bottom-up
strategies + top-down strategies
= comprehension
INTERACTIVE APPROACH

17. WHICH MODEL SHOULD BE
ADOPTED?
The reader must be competent
in both bottom-up and
top-down processing.
Nunes, T. (1999). Learning to read: An integrated view from research and practice. Dordrecht, The Netherlands:
Kluwer.

18. INTERACTION (“BALANCE”) OF
BOTTOM-UP AND TOP-DOWN
STRATEGIES:

19. INTERACTION (“BALANCE”) OF
BOTTOM-UP AND TOP-DOWN
STRATEGIES:
Top-down

20. INTERACTION (“BALANCE”) OF
BOTTOM-UP AND TOP-DOWN
STRATEGIES:
Bottom-
up

21. INTERACTION (“BALANCE”) OF
BOTTOM-UP AND TOP-DOWN
STRATEGIES:
Bottom-
up
Top-down

22. Bottom-
up
Top-down
Bottom-up
strategies
(“phonics”
approach)
________________
Examples:
• decoding
• using capitalization
to infer proper nouns
• graded reader
approach
• pattern recognition
Top-down
strategies
(“whole language”
approach)
________________
Examples:
• using background
knowledge
• predicting
• guessing the
meaning of unknown
words from context
• skimming/
scanning
INTERACTION (“BALANCE”) OF
BOTTOM-UP AND TOP-DOWN
STRATEGIES:

23. TEACHING READING PRINCIPLES:
1.Exploit reader’s background knowledge
2.Build Vocabulary base
3.Teach for Comprehension
4.Increase Reading rate
5.Teach Reading strategies
6.Encourage readers to transform strategies
into skills
7.Build assessment and evaluation
8.Improvement as a reading teacher

24. TYPES OF WRITTEN LANGUAGE
NON FICTION
•Reports, editorial, articles, reference
FICTION
•Novels, short stories, jokes, drama, poetry
LETTER
•Personal, business
GREETING CARD
NEWSPAPER
MANY OTHERS

25. CHARACTERISTICS OF WRITTEN LG
permanence
Processing time
Distance
Orthography
Complexity
Vocabulary
Formality

26. TEACHING READING BY USING KWL
STRATEGY
1. The teacher guides students in brainstorming or probe their prior knowledge what
they already know about the topic of reading.
2. Teacher creates a K-W-L chart on the board, overhead projector, or computer and
writing down the information about what students think or ideas in K – What do we
Know ? column.
3. Teacher asks students to think of questions they have about the topic. Write questions
on the chart in the colmn marked W - What do we Want to know?
4. The students now should read the text. They are reminded to look for answers to
their questions, and for any new ideas they did not anticipate.
5. The students report the things they have learned both they report answers they found
to their questions, and then they report any other interesting or important ideas they
discovered. It may be writing on the chart in the column mark L-What have we
Learned?

27. K-W-L CHART
K (Know)
(Pre-reading)
W (Want to Know)
(whilst-reading)
L (Have Learned)
(Post-Reading)
Students list everything
they think or they know
about the topic; concept
what they do already
know.
Students tell what they
want to know about the
topic. Make questions
as the purpose of
reading
After students have
finished reading or
studying a topic, they
list what they have
learned about new facts,
ideas, or viewpoints
that they had not yet
considered before.

28. TEACHING READING BY USING
DIAGRAMMATIC FLOWCHART

29. SOME WAYS TO IMPROVE STUDENTS
READING SKILL
1. Utilize various reading materials
books, magazines, books on tape, Cds, and other recorder
reading
2. Relate reading to other areas of the students’ life
from other books, movies, news items, or TV shows
3. Have fun with words
using Index card, highlights paper, sticky note
4. Create a record of progress
create journal, reading diary
5. Make reading about communication – NOT just a tool
prepare several lessons where students read a number of
different written materials:
grocery store ads
instruction on how to put together a bookcase
a recipe

30. TEACHING PROCESS
1.Pre- TEACHING
2.Whilst – TEACHING
3.Post - TEACHING

31. GENRE TO BE TEACH TO STUDENTS
1. Narrative
2. Recount
3. Descriptive
4. Report
5. Explanatio
6. Analytical exposition
7. Hortatory exposition
8. Procedure
9. Discussion
10.Review
11.Anecdote
12.Spoof
13.News item
14.Argumentative