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TSL 591Hudson, Chapter 4
Describe roughly as a cognitive ability which a person is able to use when interacting with written texts.
Seen as a part of the generalized reading process
Reading skills have been used to structure reading syllabi and for test construction.
Urquhart, S. & Weir, C. (1998). Reading in a second language: Process, product and practice.
In general reading skills are presented in categories or taxonomies: ◦ Word attack skills◦ Comprehension skills◦ Fluency skills◦ Critical reading skills
Word attack skills (aka decoding skills)◦ Skills necessary to convert orthographic symbols
into language◦ Requires readers to recognize that the script
represents units of language, e.g. phonemes, syllable and words
◦ Sub-skills include, recognizing syllable pattern, converting strings to sound, recognizing word boundaries
http://www.cerritos.edu/reading/vocab.html http://elc.polyu.edu.hk/cill/vocabula.htm#Vo
cabulary%20Strategies
Comprehension skills◦ Represent the ability use context and knowledge
to derive meaning from text◦ Examples:
Grammatical skills, knowledge of syntax, mechanics, Using context to gain meaning, using schemata as
aids Using metacognitive knowledge Recognizing text structure Predicting what will come next in text
http://www.cerritos.edu/reading/what.htm
Fluency skills◦ Skills that allow a reader to see larger sentences
and phrases as wholes A process that aids in reading more quickly
◦ Examples: Sight word recognition and recognizing high-
frequency letter cluster Rapid reading Possessing extensive vocabulary
http://www.eslus.com/LESSONS/READING/READ.HTM
Critical reading skills ◦ Skills to analyze, synthesize and evaluate what is
read◦ Involve the activities such as determining cause-
effect or comparison relationship (types of organization) or adopting a critical stance toward the text
◦ Examples: Detecting bias Making inferences Predicting bias Distinguishing fact and opinion Generalization
http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html
Reading skills have been a major area of reading research over recent years (Urquhart & Weir, 1998)
As such there is a great variety of the specific skills identified by various teachers and researchers
Rosenshine (1980) examined the comprehension skills identified by five authoritative educational sources
The examination revealed 3 general types of skills associated with comprehension◦ Locating details
Simplest skills – recognition, paraphrase, matching◦ Simple inferential skills
Understanding words in context, recognizing sequence of events, recognizing cause-effect relationship
◦ Complex inferential skills Recognizing main idea, drawing conclusions,
predicting outcomes
Rosenshine discovered 7 sub-skills across the 3 general reading skills◦ Recognizing sequence◦ Recognizing words in context◦ Identifying the main ideas◦ Decoding detail◦ Drawing inferences◦ Recognizing cause and effect◦ Comparing and contrast
Analysis of all college reading textbooks for L2 learners will show the inclusion of all the above skills.
Reading skills fall into a continuum of hierarchies
In many models of skill, focus of attention may change from lower-level skills to higher level skills as reading ability is acquired
The lower level skills involving visual perception and phonic analysis become automatic with practice and require less conscious monitoring
Many educators and researchers have identified reading skills at different levels of details
Clymer (1968) presented a taxonomy, developed by Barret (N.D), which is divided into 5 ordered skill levels:a) Literal comprehensionb) Reorganizationc) Inferential comprehensiond) Evaluatione) AppreciationRefer Hudson, p. 86 for details of skills
Research on skills in second language has taken 2 primary orientations:
1. Examination on the role of traditionally termed lower-level word processing skills
2. Examination on the role of comprehension skills in 2nd language reading
Several studies have been carried out the lower-level processing, i.e. word processing skills, in the 2nd language especially on 2nd language learners of different writing systems – Arabic, Japanese, Chinese
(Brown & Hayes, 1985; Koda, 1987, 1989, 1990, 1992, 1997; Haynes & Carr, 1990, pp 91-96 Hudson)
All studies indicate that lower-level processing in 2nd language is affected by visual and orthographic coding
If a learner is at the low-level of word processing, comprehension will be impeded
Munby (1978) presents a taxonomy across 2nd language skills of listening, speaking, reading and writing skills
The taxonomy was developed to provide teachers and materials writers with a basis form to select skills appropriate for students with differing goals and needs
However, the taxonomy was not based on any empirical framework
Taxonomy of reading skills (Mundy,1978) (p.97, Hudson)
◦ Recognizing the script of language◦ Deducing the meaning and use of unfamiliar
lexical items, through understanding word formation Stems/ roots, affixation etc
◦ Understanding explicitly stated information◦ Understanding information in the text, not
explicitly stated through Making inference, figurative language
Understanding relations between parts of a text through grammatical cohesion devices of◦ Reference, comparison, substitution
Distinguishing the main idea from supporting details, by differentiating◦ Primary from secondary significance etc
Basic reference skills: understanding and use of◦ Graphic presentation etc
Skimming to obtain◦ The gist of the text◦ General impression of the text
Relaying information◦ Directly and indirectly
Generally, L1 and L2 literature argue against the existence of strictly hierarchically ordered reading skills
There are broad categories of skills which are mediated by text, purpose and content
These skills helped in curriculum development and scope and sequence charts associated with textbooks and series
Nevertheless, these skills are not unitary in their structure
Thus, it is the teaching of multiple skills would be appropriate
In groups of maximum 3, choose a study presented in Hudson, Chapter 4, p 91 – 103
Identify the objective of the study, methods and the main findings.
Present the study to the class