Estrategias Para Comprensión De Lectura

STRATEGIES FOR BEFORE, DURING AND AFTER READING

1. Traditional approach
*Understanding was a skill set that had to be taught:
- decode
- find sequences of actions
- identify main idea

2. Current conception
* Reading is actively interrogate a text,
* Build their meaning
* Base it on:
  - experiences
  - cognitive schemas
  - reader purposes

WHAT IS READING?

- Readingis a cultural practice.
- Consists actively interrogate a text to construct meaning.
- It is based on previous experiences, cognitive schemas and purposes of the reader.

Text: A coherent and cohesive unit, of any size, with full consciousness.
Ej: traffic disks, poem, recipe, news, a novel
Cultural practice: are activities undertaken by certain groups in specific situations and fulfillparticular functions.
Ej: use of language

Previous experiences and cognitive schemas: Allows sharing knowledge with the group, then interactively enrich cognitive schemata. Extending the "corpus linguistic" concepts and expanding on a subject, broadens understanding.
Motivations behind a text reading: No reads for reading. It is to meet needs: communicative, informative, aesthetic. This motivatesthe reader to try to understand a text.

WHY READ?

To develop language skills
These involve:
- Read and write
- Be able to communicate
- Think critically
- Reasoning in logical
- Use technological advances in the world today
Skills relate to actions, which are carried out with specific purposes and a given context.

STRATEGIES FOR READING

1. Activation of prior knowledgeThe activation and development of prior knowledge is important when:
- It reads a text that requires knowledge of certain concepts to understand.
- Some people need more background knowledge to understand better what is being read.
- A literary text is unknown to people.

STRATEGIES FOR INFORMATION PROCESSING DURING READING

1. Inferences and Predictions

Strategies used by skilledreaders:
-Perform inferences of different types.
- They raise questions about the text.
- Revise and check their own understanding.
- Make decisions appropriate to mistakes or "gaps" in understanding.

Role of the teacher:
-Raises shared reading activities.
- Give "scaffolding" for a better understanding and control.
-Use strategies and promotes independent reading activities, eg.: Makepredictions about what is read; detect errors or inconsistencies in a text.

2. Mental images and emotional responses
Mental images are important because:
- Increase working memory capacity, gathering details on larger sets
- Facilitate the creation of analogies or comparisons
- They provide a tool to structure and maintain information in memory;
- Increase the level of engagement with the text- arouse interest in reading
- Improve reading comprehension
- Increase the ability to discover misunderstandings.
Also affective responses are very important in the reading process. The reader, when moved by the text, is committed affectively with reading, processing more emotionally and be more likely to understand.

INFORMATION PROCESSING AFTER READING

1. Remember or Paraphrase
Thisis, saying the contents of a text in their own words.
Importance
-Forces text rearranges items personally.
-They provide more information about what people think of history.
Steps:
- Explain the strategy saying that when you have the words is checked if it is understood.
-Make an example paraphrasing a story.
-Guide people in silent reading and give some tips to remember. Ex: What happensnow? What is the character's problem? Etc.
-Work in pairs to grouping text paraphrase turn.
- Evaluate the production explaining what appealed to everyone.
-Answering a discussion guide that includes elements to remember.

2. Graphic Organizers
It is to show information from a text visually.
Requires:
- Identify important information in the text.
- Search the relationships established...