论文Word格式.docx

论文Word格式.docx

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ChapterⅠDefinitionofReadingandReadingComprehension

A.DefinitionofReading

AccordingtotheexplanationofPartnershipforReading,itisdefinedas:

Acomplexsystemofderivingmeaningfromprintthatrequiresallofthefollowing:

theskillsandknowledgetounderstandhowphonemes,orspeechsounds,areconnectedtoprint;

theabilitytodecodeunfamiliarwords;

theabilitytoreadfluently;

sufficientbackgroundinformationandvocabularytofosterreadingcomprehension;

thedevelopmentofappropriateactivestrategiestoconstructmeaningfromprint;

thedevelopmentandmaintenanceofamotivationtoread.

Mostofusthinkofreadingasasimple,passiveprocessthatinvolvesreadingwordsinalinearfashionandinternalizingtheirmeaningoneatatime.Butreadingisactuallyaverycomplexprocessthatrequiresagreatdealofactiveparticipationonthepartofthereader.Thereadingprocessiscomplex.Understandingthereadingprocessisessential.Teachersalsolearnwaystoeffectivelysupportthestudents'

effortstoreadandcomprehendreadingassignments,aswellastobecomeproficientindependentreadersoutsideoftheclassroom.

Manypeoplethinkofreadingasaskillthatistaughtonceandforallinthefirstfewyearsofschool.Inthisviewofreadingthecredit（orblame）forstudents'

readingabilitygoestoprimarygradeteachers,andupperelementaryandsecondaryschoolteachersateachgradelevelneedteachonlynewvocabularyandconceptsrelevanttonewcontent.Seenthisway,readingisasimpleprocess:

readersdecode（figureouthowtopronounce）eachwordinatextandthenautomaticallycomprehendthemeaningofthewords,astheydowiththeireverydayspokenlanguage.Thisisnotourunderstandingofreading.

B．DefinitionofReadingComprehension

Readingcomprehension-techniquesforimprovingstudents'

successinextractingusefulknowledgefromthetext,AsdefinedbyPartnershipforReading（2005）,Readingcomprehensionisunderstandingatextthatisread,ortheprocessof"

constructingmeaning"

fromatext.Comprehensionisa"

constructionprocess"

becauseitinvolvesalloftheelementsofthereadingprocessasatextisread.Sowecanfindthattherearesomedifferencesbetweenthebothdefinitions.

Readingcomprehensionaredividedintothreecategories.Thecategoriesincludevocabularyinstruction,textcomprehensioninstruction,andteacherpreparationandcomprehensionstrategiesinstruction.Teachersalsofindusefulwebsitesthatstudentscanvisittopracticetheiruseofcomprehensionstrategieswithfictionandnon-fictiontextsatavarietyofreadinglevels.

Readingcomprehensionistheprocessofconstructingmeaningfromtext.Thegoalofallreadinginstructionisultimatelytargetedathelpingareadercomprehendtext.Readingcomprehensioninvolvesatleasttwopeople:

thereaderandthewriter.Theprocessofcomprehendinginvolvesdecodingthewriter'

swordsandthenusingbackgroundknowledgetoconstructanapproximateunderstandingofthewriter'

smessage.

Comprehensionisaffectedbythereader'

sknowledgeofthetopic,knowledgeoflanguagestructures,knowledgeoftextstructuresandgenres,knowledgeofcognitiveandmetacognitivestrategies,theirreasoningabilities,theirmotivation,andtheirlevelofengagement.ReadingcomprehensionisalsoaffectedbythequalityofthereadingmaterialTherearemanywaystothinkaboutreadingcomprehensionandmanyfactorsthataffectreadingcomprehension.Teachersshouldkeepinmindtwooverridingquestionsabouthowtoorganizehowtoteachreadingcomprehension.Thesequestionsare,"

WhatstrategiesshouldIteach?

"

and"

HowshouldIteachstrategies?

ChapterⅡ.ImportanceofReading

Gettingstudentstoreadtheirtextbooksishard.Gettingthemtoreadbooksjustforthesheerpleasureofreadingisespeciallyhardersincekidsjustdon’tseemtobeinterestedinreadingthesedays.Gonearethedayswhenkidscurledupwithanicelittlebookwhenitwastoohottoplayoutside.Today,studentsspendanyfreetimetheyhavewatchingTV,goingtothemall,tinkeringwiththeirmobilephonesorplayingvideogames.Still,themanybenefitsthestudentscouldreapfromreadingregularlyshouldmakethechallengeofmakingthemreadasmallpricetopay1.Considerthefollowing:

A.Readingdevelopsaperson’screativity.Unlikethemovieswhereeverythingisdeterminedbytheproducer,writeranddirector,booksallowstudentstocreateintheirmindshowaparticularcharacterlookslikeorimaginehowasceneplaysout.Readingabooktherefore,allowsastudenttoexerciseandcultivateher/hiscreativethinkingskills.

B.Developinggoodreadingskillscanimprovethestudents’abilitytocomprehendconceptsandideas.

C.Readingdevelopscriticalthinking,thus,ensuringthatthestudentswillbeabletothinkandmakegooddecisionsforthemselves.

D.Ones’fluencyinalanguageand,consequently,communicationskillsareimprovedbyreading.

E.Readingintroducesthestudentstonewthingsandhastheabilitytobroadentheirinterests.AstudentwhoreadsabiographyofAlbertEinsteinforexample,maybeinspiredtotakehishighschoolPhysicsclassmoreseriously.

F.Readingregularlyincreasesthevocabulary.

G.Readingcandeveloppositivevaluesinthestudents.AccordingtoastudyconductedintheUnitedStatesforexample,studentswholearntoreadbythetimetheyareinthirdgradearelesslikelytotakedrugs,dropoutofschoolorendupinprison.7

H.Oneofthemainproblemsoftoday’sstudentsistheirinabilitytoconcentrateontheirlessonsAsolutiontothisproblemistoencouragestudentstoread.Accordingtostudies,readingincreasesastudent’sabilitytoconcentrate.

Thefactthatstudentsreapgreatbenefitsfromreadingcannotbedoubtedorquestioned.Itisforthisreasonthatteachersmustinstillinstudentsarealloveforreadingandgroomthemintobecominglifelongreaders.

ChapterⅢ.ReadingModels

A.Bottom-upreadingmodel

SincereadingissoimportantforEnglishteachingandlearning,weshouldbeawareofthereadingprocess.Usually,therearethreekindsofreadingmodels.Bottom-upreadingmodelisareadingmodelthatemphasizesthewrittenorprintedtext,saysreadingisdrivenbyaprocessthatresultsinmeaning（or,inotherwords,readingisdrivenbytext）,andproceedsfromparttowhole.It’salsoknownas:

parttowholemodel

B．Top-downreadingmodel

Atop-downreadingmodelisareadingmodelthatemphasizeswhatthereaderbringstothetext,saysreadingisdrivenbymeaning,andproceedsfromwholetopart.It’salsoknownas:

inside-outmodelandconcept-drivenmodel

C.Interactivereadingmodel

Aninteractivereadingmodelisareadingmodelthatrecognizestheinteractionofbottom-upandtop-downprocessessimultaneouslythroughoutthereadingprocess.

Pugh（1978）showshowefficientreaders‘switch’stylesaccordingtothetypeoftexttheyarereading.Onemajorcontributiontoourknowledgeofreading,withmanyimplicationsfortheclassroom,isprovidedbytheSchemaTheoryortheInteractiveModel.Bartlett（1932）firstusedthisparticulartermtoexplainhowtheknowledgethatwehaveabouttheworldisorganizedtointerrelatedpatternsbasedonourpreviousknowledgeandexperience.These‘schemata’alsoallowustopredictwhatmayhappen.Thistheorytakesourideaoftheinteractivereadingprocessastagefurtherbyproposingthatefficientreadersarerelated‘texts’totheirbackgroundknowledgeoftheworld.BrownandYule（1983b）,McCarthyandCarter（1994）,Cook（1997）andNunan（1999）allprovideaccountsofhowthisbackgroundknowledgecaninfluencethecomprehensionprocess.Clearlyitcansometimesbebasedonpreviousknowledgeofsimilartexts.AsNunan（1999:

256）writes,‘Weinterpretwhatwereadintermsofwhatwealreadyknow,andweintegratewhatwealreadyknowwiththecontentofwhatwearereading.’Itiswhyreadingsomethingwrittenbysomeoneinalanguagewithdifferentculturalassumptionsfromourscanbedifficult.

Inmanycasesanefficientreaderappearstousewhatarecalled‘Top-Down’and‘Bottom-Up’strategies.Thismeansthatthereaderwillnotjusttrytodecipherthemeaningofindividuallexicalitemsbutwillalsohaveclearideasabouttheoverallrhetoricalorganizationofthetext.Theessentialfeaturesofthebottom-upapproacharethatthereadertriestodecodeeachindividualletterencounteredbymatchingittotheminimalunitsofmeaninginthesoundsystem（th