论文Word格式.docx

1、Chapter Definition of Reading and Reading ComprehensionA.Definition of ReadingAccording to the explanation of Partnership for Reading ,it is defined as: A complex system of deriving meaning from print that requires all of the following: the skills and knowledge to understand how phonemes, or speech

2、sounds, are connected to print; the ability to decode unfamiliar words; the ability to read fluently; sufficient background information and vocabulary to foster reading comprehension; the development of appropriate active strategies to construct meaning from print; the development and maintenance of

3、 a motivation to read. Most of us think of reading as a simple, passive process that involves reading words in a linear fashion and internalizing their meaning one at a time. But reading is actually a very complex process that requires a great deal of active participation on the part of the reader.

4、The reading process is complex. Understanding the reading process is essential .Teachers also learn ways to effectively support the students efforts to read and comprehend reading assignments, as well as to become proficient independent readers outside of the classroom.Many people think of reading a

5、s a skill that is taught once and for all in the first few years of school. In this view of reading the credit （or blame） for students reading ability goes to primary grade teachers, and upper elementary and secondary school teachers at each grade level need teach only new vocabulary and concepts re

6、levant to new content. Seen this way, reading is a simple process: readers decode （figure out how to pronounce） each word in a text and then automatically comprehend the meaning of the words, as they do with their everyday spoken language. This is not our understanding of reading. BDefinition of Rea

7、ding ComprehensionReading comprehension - techniques for improving students success in extracting useful knowledge from the text ,As defined by Partnership for Reading （2005）, Reading comprehension is understanding a text that is read, or the process of constructing meaning from a text. Comprehensio

8、n is a construction process because it involves all of the elements of the reading process as a text is read. So we can find that there are some differences between the both definitions. Reading comprehension are divided into three categories . The categories include vocabulary instruction, text com

9、prehension instruction, and teacher preparation and comprehension strategies instruction. Teachers also find useful websites that students can visit to practice their use of comprehension strategies with fiction and non-fiction texts at a variety of reading levels.Reading comprehension is the proces

10、s of constructing meaning from text. The goal of all reading instruction is ultimately targeted at helping a reader comprehend text. Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writers words and then using backgrou

11、nd knowledge to construct an approximate understanding of the writers message. Comprehension is affected by the readers knowledge of the topic, knowledge of language structures, knowledge of text structures and genres, knowledge of cognitive and metacognitive strategies, their reasoning abilities, t

12、heir motivation, and their level of engagement. Reading comprehension is also affected by the quality of the reading materialThere are many ways to think about reading comprehension and many factors that affect reading comprehension. Teachers should keep in mind two overriding questions about how to

13、 organize how to teach reading comprehension. These questions are, What strategies should I teach? and How should I teach strategies? Chapter .Importance of ReadingGetting students to read their textbooks is hard. Getting them to read books just for the sheer pleasure of reading is especially harder

14、 since kids just dont seem to be interested in reading these days. Gone are the days when kids curled up with a nice little book when it was too hot to play outside. Today, students spend any free time they have watching TV, going to the mall, tinkering with their mobile phones or playing video game

15、s.Still, the many benefits the students could reap from reading regularly should make the challenge of making them read a small price to pay1. Consider the following:A.Reading develops a persons creativity. Unlike the movies where everything is determined by the producer, writer and director, books

16、allow students to create in their minds how a particular character looks like or imagine how a scene plays out. Reading a book therefore, allows a student to exercise and cultivate her/his creative thinking skills.B.Developing good reading skills can improve the students ability to comprehend concep

17、ts and ideas. C.Reading develops critical thinking, thus, ensuring that the students will be able to think and make good decisions for themselves.D.Ones fluency in a language and, consequently, communication skills are improved by reading.E.Reading introduces the students to new things and has the a

18、bility to broaden their interests. A student who reads a biography of Albert Einstein for example, may be inspired to take his high school Physics class more seriously.F.Reading regularly increases the vocabulary. G.Reading can develop positive values in the students. According to a study conducted

19、in the United States for example, students who learn to read by the time they are in third grade are less likely to take drugs, drop out of school or end up in prison.7H.One of the main problems of todays students is their inability to concentrate on their lessons A solution to this problem is to en

20、courage students to read. According to studies, reading increases a students ability to concentrate. The fact that students reap great benefits from reading cannot be doubted or questioned. It is for this reason that teachers must instill in students a real love for reading and groom them into becom

21、ing lifelong readers.Chapter.Reading ModelsA. Bottom-up reading modelSince reading is so important for English teaching and learning , we should be aware of the reading process . Usually, there are three kinds of reading models .Bottom-up reading model is a reading model that emphasizes the written

22、or printed text, says reading is driven by a process that results in meaning （or, in other words, reading is driven by text）, and proceeds from part to whole. Its also known as: part to whole modelBTop-down reading modelA top-down reading model is a reading model that emphasizes what the reader brin

23、gs to the text, says reading is driven by meaning, and proceeds from whole to part. Its also known as: inside-out model and concept-driven modelC.Interactive reading modelAn interactive reading model is a reading model that recognizes the interaction of bottom-up and top-down processes simultaneousl

24、y throughout the reading process.Pugh （1978） shows how efficient readers switch styles according to the type of text they are reading. One major contribution to our knowledge of reading, with many implications for the classroom, is provided by the Schema Theory or the Interactive Model. Bartlett （19

25、32） first used this particular term to explain how the knowledge that we have about the world is organized to interrelated patterns based on our previous knowledge and experience. These schemata also allow us to predict what may happen. This theory takes our idea of the interactive reading process a

26、 stage further by proposing that efficient readers are related texts to their background knowledge of the world. Brown and Yule （1983b）, McCarthy and Carter （1994）, Cook （1997） and Nunan （1999） all provide accounts of how this background knowledge can influence the comprehension process. Clearly it

27、can sometimes be based on previous knowledge of similar texts. As Nunan （1999:256） writes, We interpret what we read in terms of what we already know, and we integrate what we already know with the content of what we are reading. It is why reading something written by someone in a language with diff

28、erent cultural assumptions from ours can be difficult.In many cases an efficient reader appears to use what are called Top-Down and Bottom-Up strategies. This means that the reader will not just try to decipher the meaning of individual lexical items but will also have clear ideas about the overall rhetorical organization of the text. The essential features of the bottom-up approach are that the reader tries to decode each individual letter encountered by matching it to the minimal units of meaning in the sound system （th