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Reading outloud
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golightly
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PostPosted: Sun Aug 03, 2008 9:19 pm    Post subject: Reply with quote

I have nothing against reading out loud as such, as long as it's not used that often - it shouldn't be an everyday occurence. It certainly shouldn't go on too long either - getting students to read out a few sentences each should be enough, especially if it's a text that contains previously taught vocab. If a student hasn't bothered to learn new words, it becomes rapidly obvious.
Getting students to read out loud should only ever be one of the tools that teachers can use to check learning.
And what about the teacher reading out texts? I've used Dictogloss to great effect. It's fascinating to see how students write down exactly what they've heard, and begin to understand why certain mistakes creep into their language production, especially when they can compare it against someone who doesn't have the same L1.
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otterman ollie
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PostPosted: Mon Aug 04, 2008 11:29 am    Post subject: Reply with quote

In my experience the whole reading aloud idea came about as a result of the S.S.R method (sustained silent reading) which really didn't work very well.
The readers were incapable or unwillinging to deal with a text without going through the challenging vocab first. This usually sparked off class management problems before even the subject of the text had even been discussed. The actual concept of reading for the main idea or comprehension never really got off the ground until these areas were addressed.
I do find that boredom creeps in with reading aloud, especially if you have one student read for too long, however, the subject matter usually leaves a lot to be desired and topics that the readers can relate to are at least going to foster some interest.
I personally believe that the comment that students tend to be focused in this situation as they may be asked to read next has some merit. In order to know if a student can infact read a text or have even a small understanding of what it is about, reading aloud generally gives you a quick picture of their overall language ability. I also use it to clear up vocab problems or ask quick comp question paragraph by paragraph. It does take longer I agree, but at the end of a reading session a greater percentage of the class has grasped most of what has been covered. silent reading only tells you they (the readers) can read quietly thats all.
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tarte tatin
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PostPosted: Mon Aug 04, 2008 12:15 pm    Post subject: Reply with quote

I think this is one of the areas where experienced teachers use their intuition. I agree with the poster who said they would never do this with a class of Japanese students for example!

Instead of following hard and fast rules, the teacher needs to take into consideration the character and ability of their class and also the type of text.

I would never do it with an IELTS text as the whole point of IELTS reading is speed and scanning and skimming. On the other hand, I might do it with a poem because the poet has written it with the sound of the words in mind.

I have a one-to-one student who always wants to read the texts aloud (usually she has pre-read the text at home) and she does very well in the comprehension questions.

The type of course is also important. In the UK where students spent between 20 and 30 hours a week at school, there was time to read texts aloud if I felt it was merited. Here in Turkey, most students have 4 hours a week and would rather use the time to talk or listen, so longer texts are better for homework.
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Sherri
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PostPosted: Mon Aug 04, 2008 7:05 pm    Post subject: Reply with quote

Glenski wrote:
I have taught reading courses to high school students and university students. NONE of my classes have silent students! Please feel free to come and observe mine anytime..


I would love to observe one of your classes Glenski! And please come and observe me some day! Unfortunately I am not teaching any classes right now... Anyway, I did not mean to say that you or anyone else cannot teach reading skills. Also I certainly agree with what you wrote about reading classes being communicative--I wouldn't have it any other way. A teacher in our program wouldn't last long if they didn't conduct their reading classes in this way.

I have been experimenting with Audacity and with the Mac version, Garage Band. We were also lucky enough to get a grant to buy iPods, and I also got the small digital recorders that attach to them so that the students can record their voice. The possibilities for this with reading classes and all other skills is endless.

In any case, I am afraid that I didn't make myself clear because I am asking about just one thing actually. And that is the use of reading outloud the same short passage as homework, repeatedly. Having the student mark up the text to show time, or problem areas. The passage is chosen carefully with vocab just below the students vocab level (so if your student tests into the 1000 word range, then they should use an 800 word range passage).

This exercise, says my daughter's 2nd grade teacher will have a knock on effect and improve OVERALL reading comprehenion. That is what I am wondering about. Can this be true? The teacher says that research supports this. So now that I have become obsessed by this, I will email her and ask to point me towards the research so that I can see for myself. I am wondering if this only works for children learning to read their L1--I do understand that they have different needs.

Dr Neil Anderson supports silent repeated reading and Dr Day has spoken about repeated oral reading but he said it had not been tested in the ESL classroom (Hawaii TESOL conference earlier this year).

As for the people who said they use reading outloud to keep their class on task, I very much hope that this is not true! And if you think that you can't tell what kind of readers your students are if they read silently, then I strongly recommend that you get some training in teaching reading in a foreign language!

I remember doing a Russian A level class where we read outloud. Oh, yes, we were wide awake, but we were not doing what the teacher thought we were, we were busy counting the lines figuring out which "part" we would be asked to read, and busily looking up words under the table so we wouldn't make fools of ourselves. If you asked me if I understood what I was reading or what the others were reading, you would be very dissappointed. And when the teacher did ask us a comp Q, I found the answer by reading silently on the spot.

As Glenski wrote, there are many, rich and communicative ways to teach reading and reading skills.

Golightly--I am a big fan of dictogloss activities!

Thanks everyone. It was interesting to read what you do in class. And when I get a hold of the research, I will let you know.
Sherri
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naturegirl321
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PostPosted: Tue Aug 05, 2008 6:40 pm    Post subject: Reply with quote

I think it's a good idea. They learn about intonation, pronuncation and can pick up vocab and grammar.

I teach privates , so for the little kids, we're doing Hooked on Phonics. For adults, they enjoy reading and insiste I correct every mistake.
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tarte tatin
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PostPosted: Wed Aug 06, 2008 10:44 am    Post subject: Reply with quote

Quote:
As for the people who said they use reading outloud to keep their class on task, I very much hope that this is not true! And if you think that you can't tell what kind of readers your students are if they read silently, then I strongly recommend that you get some training in teaching reading in a foreign language!


Thanks very much, I am one of those people you are addressing. You asked a question, asking people for their views and experiences, no doubt as part of your research into this matter. I contributed my views in a general spirit of helpfulness. I am an experienced teacher and I assure you I get consistently good feedback from clients.

I use many different techniques with reading in the classroom and have no intention of going for further training in this area, thank you very much.

I take exception to your patronising tone and I will not bother to contribute my views to your threads again.
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sadly-confused
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PostPosted: Wed Aug 06, 2008 12:42 pm    Post subject: Reply with quote

tarte tatin wrote:
I take exception to your patronising tone and I will not bother to contribute my views to your threads again.

Dont you think you are being more than a tad patronizing making claims that you are such a perfect teacher you do not need further training?:

tarte tatin wrote:
and have no intention of going for further training in this area, thank you very much.
Personally I think that any teacher who claims to be so competant at something that he needs no further training has his head stuck too far in the sand. New advances in pedagogic methodologies are happening everyday, without ongoing training and learning a teacher become a dinosaur, stuck in the dark distant past and basking in his/her self-annointed greatness!
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Henry_Cowell
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PostPosted: Wed Aug 06, 2008 3:46 pm    Post subject: Reply with quote

sadly-confused wrote:
New advances in pedagogic methodologies are happening everyday, without ongoing training and learning a teacher become a dinosaur, stuck in the dark distant past and basking in his/her self-annointed greatness!

And let's not forget to upgrade our writing skills while we're getting all that "ongoing training." Maybe you should read your posts aloud before clicking the Submit button. Cool
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tarte tatin
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PostPosted: Wed Aug 06, 2008 8:00 pm    Post subject: Reply with quote

I said 'further training in this area'. In fact I frequently attend workshops and am very interested in developing as a teacher. I have been to all the reading workshops that I want to.

What I resent is when a poster suggests I need further training when my ideas are not in line with her own (particularly when punctuated with exclamation marks). Ideas which she has sought by posting a thread.

I have made no claim to be a perfect teacher and am certainly not basking in my own greatness. I am a competent teacher who makes mistakes like everyone else.

I am very lucky to have fantastic colleagues who all share ideas supportively without coming over all superior and condescending. In future I shall limit my methodology discussions to my own staffroom.
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che1959
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PostPosted: Wed Aug 06, 2008 8:57 pm    Post subject: Reply with quote

Sherri, it seems to me like you want to argue with your child's teacher and you are looking for support on this forum. You want us to say that you are right and your child's teacher is wrong.

Frankly, I think reading aloud, either in the TEFL, TESL or L1 context, is a positive activity. It builds confidence, fluency, grammar, and pronunciation. I have used it with quite a bit of success in my previous classes.

The problem with silent reading is that you are simply reading for ideas, but when you are reading aloud you are fully interacting with the words. You are saying them, hearing them, and using them. Isn't that a much better way to do things?
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golightly
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PostPosted: Wed Aug 06, 2008 9:50 pm    Post subject: Reply with quote

I should also point out that silent reading is a relatively modern phenomenon. It's only with the rise of the novel, towards the end of the seventeenth century, that silent reading becomes seen as more desirable, and more socially acceptable. prior to that, texts were meant to be read out loud, in Europe at least.
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sadly-confused
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PostPosted: Wed Aug 06, 2008 10:06 pm    Post subject: Reply with quote

Ah henry, contributing the square root of bugger all to the debate again I see!


Tarte. ok point taken there although I feel you are wrong about not attending reading workshops, or at least keeping up to date on the latest research.


Che1859, Fcuks me, maybe there is a god afterall, I find that I am actually agreeing with something you said, although as we both know using 'sucess' in conjuction with your 'previous classes' vis-a-vis NST is somewhat an oxymoron.

BTW I loved the story about you hiding in the post office from all those nasty muslims! did you have to change your panties after that episode?
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