|
Reading is an essential skill in second-language acquisition. As students develop their reading skills, they build their vocabulary and become familiar with common grammatical structures and phrasing in the target language. Learners can transfer this knowledge to the other three basic skills—listening, speaking, and writing—and see their overall fluency improve.
There are three phases of the reading process: pre-reading, while-reading, and after-reading. Each phase has an essential role in developing reading skills and strategies. All phases are necessary parts of a reading activity. These phases must be implemented during instruction to develop a student’s foundational and practical reading skills. Future editions of KIT will discuss the while-reading and after-reading phases.
Reading is interactive and open to various interpretations. A text does not just transmit information. It involves information going from the text to the reader and back. A text means something different to each of us because of what we bring to it. The way we read a text depends on prior knowledge, our needs and expectations, the context in which we are reading, and our own interpretations, experiences, and culture.
The pre-reading phase lays a foundation for reading comprehension. Pre-reading strategies encompass a variety of techniques, from building background knowledge to increasing vocabulary. Through re-reading activities, students approach reading with purpose and preparedness.
To increase engagement in reading tasks during tutoring sessions, try these four simple pre-reading steps to support your student in what you wish them to read and comprehend during tutoring sessions.
1. Activate student prior knowledge:
Before students see the text, ask one or two warm-up questions to connect their own life experiences to the reading before they see the text. Show the text title and featured graphics to your student. Ask your student to think about what is presented and then share what they already know about the title/topic. Explicitly activating prior knowledge and building background information helps learners understand a text.
2. Vocabulary identification and introduction:
In addition to focusing on prior knowledge, pre-reading strategies should prepare the student for unfamiliar vocabulary in the reading passage. Therefore, teaching the words needed to understand a particular topic is essential. Identify the vocabulary critical for your student to know to understand the story. Print the target vocabulary on individual index cards. Introduce the words individually. Model pronunciation and provide the word's meaning related to the story. Avoid presenting synonyms, homonyms, or antonyms.
3. Preview and discuss text structure:
Preview the reading by looking at the title, the first sentence, and anything in bold or unusual print. Have your learner predict what the passage will be about. Look at the organizational features of the text. Ask how the text is structured. Are there paragraphs? Headings/sub-headings?
4. Set a purpose:
Provide a focus question(s) to ensure your student knows the purpose for reading the text. Setting the purpose for reading initially through simple discussion questions, making predictions, or writing out a KWL Chart will increase your student's engagement with the material. Click here for an explanation of KWL.
Click on this link to learn-
How to Choose the Correct Level of Reading Material.
-
Review the attached Learner Competencies document to identify the reading/writing skills associated with your student’s listening/speaking skills proficiencies.
-
This chart highlights ESL readers that are leveled and appropriate for our students. Don’t assume that because your student has a level 4 proficiency with listening and speaking skills, a Level 4 reader is a proper selection. A good rule of thumb is to begin with a lower-level book and work to the next level.
Reading Skills/Strategies Resources:
Teaching Adults: An ESL Resource Book pgs. 89-112
Stages of Reading for Adult Learners
Characteristics of Adult Learners as Readers
| 
