1 MENU

Definition of reading;
Views of the reading process;
The schema theory;
The two cognitive reading
processes;
Journal writing.
2 How would you define
reading?

►Write down a brief definition of

reading.
► Share it with your peer. Are
your definitions similar
somehow?
If so, in what
ways?
3 So, what´s reading?
“ Reading is an extraction of MEANING from written
messages.”
You read because you want to get something from the
writing. We read for a MESSAGE (facts, enjoyment,
feelings, ideas, etc)
Christine Nuttall, 1996
THE TRANSFER OF MEANING
mind mind

THE TRANSFER OF A MESSAGE

writer reader

You are interested to get the message the writer

intended.
4 So, what’s the role of the
reader? Which view of reading
do you tend to agree with? Talk
to your peers.
5 What makes a text difficult
or easy to understand?
Discuss with your partner.
1. If you´re familiar with the language;
2. If you know something about the topic;
3. Complexity of the concepts expressed;
4. Complexity of vocabulary
knowledge of lgg,
Experiences attitudes, values, beliefs
that are
Unique to each
person
 6 Background knowledge &
Schema Theory
How do readers construct meaning?
How do they interpret a writer´s
message?
▼
SCHEMA THEORY

The text does not by itself carry

meaning. The reader brings
information, knowledge, emotion,
experience, and culture, that is
schemata (plural) – to the text.
7 What´s a schema?

MENTAL STRUCTURE : abstract & organized

. Originates from all experiences we´ve had, which

are in our memory
. Includes the relationships between its component
parts.

e.g. “Read the text below about transportation in

Salvador and….”
8 What´s the role of the
schema when reading a
text?
The way we interpret depends on the
schemata activated by the text.
Interpreting successfully depends on
whether our schemata are sufficiently
similar to the writer´s.
Skill in reading depends on the efficient
interaction between:

l
9

What can we do to help students

better understand a text?
PRE-READING PHASE
Doing activities before reading to
activate the schemata (mental
structures) and our background
knowledge about the world.
  Task: You’re going to read a text entitled Are you a
natural leader? Take our personality survey and find out.
10
 Pre-reading (to activate schemata):
 a. What are these people known for?
 b. Which of the qualities below do you think they have in
common?

 calmness, happiness, intelligence,

confidence, friendliness, kindness
 C. Are you a natural leader? Why (not)?
 D. What qualities does a leader have?


11 While-reading
 1. Read the text and check the statements which are
true for you. Do you agree with the results?
 2. Match the statements with the statements in the text.
Write the number.
 A. I try to fix problems. ____
 B. I can do more than one thing at once. ____
 C. I enjoy experiences. ____
 D. I know what I’m good at. ____
 E. I enjoy being around a lot of people. ____
 F. I never lie. ____
If you and the writer have similar
schemata, can this bring any
12

dangers?
A careless reader may read into text
meanings that are not there, simply
because his sense of having much in
common with the writer is so strong.

For most purposes, the understanding does

not have to be complete; but the fact
we cannot get inside the writer´s mind is
no excuse for not doing our best to
understand what he/she wants to say.
13 Active involvement of the
reader
So the reader has, in fact, an
active role in reading and has
to work to get the meaning
out.
14 How do you interpret this
view of reading?
Discuss with a partner.
15

For you to start thinking about the

reading processes, do the
following tasks:
 Why are these people
16
reading?
17 Based upon the pictures
you’ve just seen...
Do you approach all texts you
want to read in the same
way? Why (not)?
Your purpose to read a text
will define how you will read it

PURPOSE (why) READING STRATEGIES (how)

18 Journal writing (7/08)

1. What did you learn today?

2. What information most called your attention?