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I am Jojo Diotay
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You can find me at @shawntales on Instagram.

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 Teaching
Reading
and
Viewing to
L2 Learners
 Teaching
Reading
and
Viewing to
L2 Learners
 Inclusives:
• Research-Informed
Pedagogical Principles for
Teaching Reading and Viewing
(Grabe, 2009)
• Teaching Reading and Viewing
in the Classroom (Grabe,
2009)
Ecology of
Reading
Classroom

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Source: https://businessmirror.com.ph/2020/10/01/nestle-ph-honors-filipino-coffee-
farmers-on-international-coffee-day/

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Source: https://businessmirror.com.ph/2020/10/01/nestle-ph-honors-filipino-coffee-
farmers-on-international-coffee-day/

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 Renandya (2021) highlights a very simple idea
that we learn to read by reading, children learn to
read by reading, and we all learn to read by
reading.

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 Day (2021) supports the idea that we learn to
read only one way – reading. He further added that
the more students read the better readers they
become.

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Introduction to Reading and Viewing
Reading and viewing as language skills per se
are multifaceted processes and involve multiple
aspects relating to the ultimate goal of
comprehension. Reading is usually understood as
a process of deriving meaning from the printed
words, sentences, paragraphs, or a whole text.

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Introduction to Reading and Viewing
Similar to reading in terms of the goals students
have, viewing, as a processing skill, can be defined
as the viewer’s effort for meaning- making, but the
media through which the act of meaning is
actualized are not print-based.

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Introduction to Reading and Viewing
In the case of viewing, viewers need to have
developed a listening ability to have a successful
viewing experience despite the images and sound
effects offering further stimuli that might facilitate
or disrupt comprehension.

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Introduction to Reading and Viewing
Additionally, both readers and viewers need to
be strategic in order to receive and understand the
information as the reading and viewing processes
proceed (Stoller and Komiyama, 2013 ).

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 Pedagogical Attention

1. Ensure word recognition

fluency

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 Pedagogical Attention

2. Emphasize vocabulary
learning

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 Pedagogical Attention

3. Activate background
knowledge

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 Pedagogical Attention

4. Ensure language knowledge

and comprehension skills

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 Pedagogical Attention

5. Teach text structures and

discourse organization

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 Pedagogical Attention

6. Promote strategic readers

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 Pedagogical Attention

7. Build reading fluency and

reading rate

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 Pedagogical Attention

8. Promote extensive reading

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 Pedagogical Attention

9. Develop intrinsic motivation

for reading

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 Pedagogical Attention

10. Plan a coherent curriculum

for student learning

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Teaching Reading
and Viewing in the
Classroom
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 Developing highly competent skills and strategies is
highlighted as paramount for dealing with texts whose
dimensions have now included any materials that the reader
or viewer encounters in daily experiences. For example,
knowing how to view a media text on the CD-ROM,
VCD, DVD, MP3/MP4, iPhone, iPad, Podcast, and other
applications is just an illustration of such a literacy
competence.

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Conclusion
L2 reading and viewing can be challenging for many
L2 English learners. Based on a good understanding of
what reading and viewing entail, language teachers can
design classroom activities by actively engaging students
through explicit instruction in reading and viewing
comprehension. Such instructional strategies often provide
platforms for students and teachers to be dynamically
connected.

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Conclusion
When teachers take the lead at the start of the reading
and viewing lessons, students are provided with the
scaffold when the lessons proceed. A gradual removal of
teacher scaffold is possible only after students are taught
how to read and view materials in the classroom and
beyond. Ultimately, students are expected to develop into
independent and confident readers and viewers
themselves (Zhang, 2016). As an ancient proverb goes,
‘Practice makes perfect.’
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 Any questions?
You can find me
@shawntales
Gio Haruno on Facebook

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