Reading Materials
1. Mikulecky, A short Course in Teaching Reading: Practical Techniques for Building Reading Power
(P 112-P 162) This book is provided as PDF version to support team;
2. Akhondi, M., Malayeri, F. A., & Samad, A. A. How to Teach Expository Text Structure to Facilitate Reading Comprehension
http://www.readingrockets.org/article/52251
Please go and check this article online;
Requirements
1. Each question should be answered in an article as APA form around 280 words. There should be at least 3 references which includes required readings and some extra reading.
2. At the end of each article, there should be one question come from the writer about something related to the writing or reading, which will be answered by other classmates in the future.
3. Please kindly check my sample from next page. (Do not forget the yellow highlight part.)
Thank you.
If you have any questions, please feel free to reach me via the website or 971-325-2388.
Eskey (1986) states that the role of the teacher in a reading class is that of a “model interpreter”. What does this mean and what should the teacher do specifically to fulfill this role?
The role of a teacher is that of a model interpreter in the classroom. This means that teachers translate content for easier understanding by the students. Model interpreters are vital in learning since understanding classroom content might be challenging. For instance, students might read a textbook and if they have any question about what they have read they might seek clarification their model interpreters (Mikulecky, Beatrice 49). Teachers help students to understand concepts by translating lesson contents.
Teaching has greater implications on learning outcomes hence there are specific things that teachers should do so as to achieve their role as model interpreters. To begin with, teachers should focus on ensuring that students develop reading, listening and writing skills. They should ensure that students know how to read, listen, and write effectively (Mikulecky, Beatrice 49). Teachers should have existing knowledge and experience about the course content in order to interpret it correctly to the learners. They should read and understand the course content, write down the content in precise for easier interpretation. When teachers understand better the content, they share their knowledge with students in order to have a broad understanding of the topic being taught in the classroom.
Furthermore, teachers should teach contents connected with the curriculum. They should employ a task-based approach that value student existing knowledge as well as allows them to take part in the discussion so as to share ideas and knowledge as well as form a conclusion (Mikulecky, Beatrice 49). They should ask students questions in order to ensure that they understand what they teach them. They should ask questions related to the topic. They should give learners an opportunity to reflect and reinforce what they had learned earlier.
My Question:
Should we suggest students find their preferred reading skills and use it? If yes, is that appropriate for all level readers? If not, when should we start to individualize?
References: (sorry I give three references here to make the example, so you may not find them in the writing.)
Mikulecky, B. S. (2011). A short course in teaching reading: Practical techniques
for building reading power. White Plains, NY: Pearson Education.
Rogers, C. V., & Medley, F. W. (1988). Language With A Purpose: Using Authentic Materials in the Foreign Language Classroom. Foreign Language Annals, 21(5), 467-478. https://doi.org/10.1111/j.1944-9720.1988.tb01098.x
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.465.5675&rep=rep1&type=pdf