Thematic Reading Unit

Thematic Reading Unit

Introduction

It is conceivable that the reader creates the meaning of the text using both, of his own knowledge and his reading environment. Similarly, research is gradually increased from models of sequential learning prioritized in skills, a vision of learning by doing processes acting simultaneously and that makes it difficult to assess the difficulty as an element for a while. For analytical purposes, we have yet to make lists of these processes and these skills. In this paper, we are going to discuss the activities which are useful in the class for reading comprehension.

To understand the text, the reader must have an interest in the text; he must also have knowledge about language and text on the subject. The reader needs the representations of text to know what kind of text it will have to do, he must know the intentions of the author (Does he persuade us, he wants to inform us, or he wants to distract us?) He must understand how the author has organized his ideas (the form) and what the author wants to convey (the content). The form and content are intertwined. The context of reading corresponds to the conditions in which the reader comes into contact with the text.

What is for the reader? ? that will he sought in his reading?

In what social context is reading? ? before a public, interacting with a peer.

The physical environment also plays ? noise quality the document easier to read.

Model of Comprehension Instruction

Today, it is recognized that teaching for understanding should go further than simply asking questions. We must move to explicit instruction. The teacher has to plan his intervention but without rigidity so as to meet the direct needs of students. The reading situation must be significant and the teacher must give his maximum support at the start by choosing appropriate indices so that the student meets his task with greater autonomy. The steps of explicit instruction are:

1. Define the strategy and determine its usefulness. Teaching a strategy does not guarantee that the student will use it, but if a strategy has worked and that its usefulness has been shown it can be reinvested more spontaneously. However, teaching a strategy is not something easy and it requires careful preparation.

2. Make the process transparent. There is a need to explain what happens in the head to "illustrate" the process by the teacher or a peer.

3. Interact with students and guide them to control strategies. Give clues raise points while gradually reducing the support provided. The discussion on the strategies can be done in groups to compare the different designs.

4. Promote independence. It is the stage where it consolidates and learning where the student assumes responsibility for choices and verify the effectiveness of their applications (Heim 2003, 2031).

Explicit Instruction and Types of Knowledge

The completion of a task requires three types of knowledge: declarative, procedural and pragmatic. The formula-why-what-how when, provides a simple framework to prepare an explicit teaching lesson, ...