TECHNIQUE FOR TEACHING READING

A.     NLP  For Teaching Reading

     Neuro-Linguistic Programming (NLP) begins with an interest in people; it's about how we do things. NLP in Education tells us about how we, ourselves and our students, think and learn. It does this by enabling us to explore the structure of our own subjective experience: how we construct our view of the world. Used in Education NLP empowers us to submerge into the inner, virtual-world image each of us creates as a way of understanding the outside world.
An analogy of NLP is the example of a history teacher I know. He is currently spending a lot of his free time learning to program a Roman house in virtual reality. His aim is to be able to take his students for a virtual walk round the house so that they can explore it in 3D.
   Based on statement, In a similar way NLP techniques enable us to demonstrate to students their own inner learning processes. This brings them much closer to learning to manage their own rich internal software: their images, sounds and feelings. Bit-by-bit they will come to understand and even learn how to control the way they think. In short they will learn how to learn. This is surely our goal as educators

v  Teaching Procedure NLP  For Teaching Reading

You can introduce your students to their own creativity through this activity:
1. Ask some students to tell you the story of the latest film they have seen. Ask pertinent questions about the visuals (scenery, clothes, colours, special effects... ), the sounds (music, lyrics, voices, sound effects... ) and what they felt about the film (fear? sadness? happiness?) Congratulate your students on their natural ability to recreate pictures, sounds and feelings. Say that today's activity will extend that ability.

2. Use the next reading from the class textbook. Have your students guess possible storylines from the title and note them on the board. Now hand out copies and invite everyone to read the text to check which guess comes closest to reality. Remind your students to picture the scenes in the story while reading, just as they did when remembering the film. Say that you'll be asking questions about their pictures after they have read it.
3.  Verify the accuracy of guesses, ask a few questions about the textual information then ask a lot of questions about information which is not in the text. Challenge students to describe the main characters, the setting, and the sounds which they attribute to the story. Ask them how they feel about the conflict in the story and about the end.
4.After students have answered the questions congratulate them congruently on their ability to visualise.
You might like to inform students that research like that of Brian Tomlinson in Japan has found that those people who created pictures in their head while they were reading recalled the story better. He also found that it was easy to boost recall in others simply by reminding them to visualise while reading. Point out that visualisation is important because visualisation = comprehension.

B.     Using Graphic Organizers For Teaching  Reading

In this lesson, collaborative strategic reading (CSR) is initially presented to students through modeling and whole-class instruction. To facilitate comprehension during and after reading, students apply four reading strategies: preview, click and clunk, get the gist, and wrap-up. Graphic organizers are used for scaffolding of these strategies while students work together in cooperative groups.

v  Teaching Procedure Using Graphic Organizers For Teaching  Reading

According to, Klingner, J.K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52, 738–747.

CSR combines two instructional approaches: reading comprehension strategy instruction and cooperative learning. These approaches improve learning opportunities for students with learning disabilities and with limited proficiency in English.

To facilitate comprehension of content area texts, students work in small, cooperative groups and apply four reading strategies

1.Preview. Structured previewing of text allows students to generate interest and questions about the text, to stimulate their background knowledge and associations with the text, and to facilitate their ability to make predictions about what they will learn.

2.Click and clunk. Students are taught to use self-monitoring strategies while reading to aid them in recognizing information they know ("clicking"), and identifying words, concepts, or ideas they do not understand or need to know more about ("clunking").

3.Get the gist. Students identify the main idea from the reading to confirm their understanding of the information.

4.Wrap-up. The wrap-up session provides students with an opportunity to self-monitor their reading while applying metacognitive strategies that further extend comprehension. (http://www.readwritethink.org/classroom-resources/lesson-plans/scaffolding-comprehension-strategies-using-95.html)

C.     Using Skimming and Scanning For Teaching  Reading

    According to,( http://42explore.com/skim.htm) Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes of information, they may be more practical than reading. For example, you might be searching for specific information, looking for clues, or reviewing information.   Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time. Use skimming when you want to see if an article may be of interest in your research.

 There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

  Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've scanned the document, you might go back and skim it.

v  Teaching Procedure Using Skimming and Scanning For Teaching  Reading

How to Skim:

* Read the title.

* Read the introduction or the first paragraph.

* Read the first sentence of every other paragraph.

* Read any headings and sub-headings.

* Notice any pictures, charts, or graphs.

* Notice any italicized or boldface words or phrases.

* Read the summary or last paragraph..

How to Scan:

* State the specific information you are looking for.

* Try to anticipate how the answer will appear and what clues you might use to help you locate the answer. For example, if you were looking for a certain date, you would quickly read the paragraph looking only for numbers.

* Use headings and any other aids that will help you identify which sections might contain the information you are looking for.

* Selectively read and skip through sections of the passage.

(http://pioneer.chula.ac.th/~pkanchan/html/skim.htm