UNIT 5 - READING

UNIT 5 – READING

Reading is defined in some way and Henry (2013), explains that reading is a process that consists of word recognition, understanding, and motivation. It is one of the four skills. It is a receptive skill. Zakime (2017), reading is a cognitive process in which we decode symbols to obtain meaning from them.

Reading is found difficult when there are discourse, coherence, and cohesion. Nordquist (2019), discourse is a unit of language longer than a single sentence. It refers to the way a conversation flows. It analyzes the use of written or spoken language in context. Also, Kaur (2018), explains that coherence is defined as the understanding that exists between sentences. Cohesion, on the other hand, refers to the act of forming a complete unit by using grammatical links between sentences such as but, or and. Furthermore, reading has several subskills, for instance, there are scanning (read for specific information), skimming (read for gist), reading for detail (get the meaning of every word), inferring (get meaning for a context), deductive meaning from context (work out in the meaning of unknown words) and predicting (clues). Reading has two ways of reading. First, extensive reading is reading for pleasure. Second, intensive reading is to pay attention to how language is used.

As conclusion, I could understand that reading is a cognitive process that consists of word recognition and motivation. Reading is difficult to understand for the existence of discourse, coherence, and cohesion. There are several subskills in reading and some of them are scanning, skimming, inferring, predicting, among others. There are two ways of reading that are extensive and intensive reading.

Teachers can teach students to read with the following activities:

-          The teacher can put letters, words or phrases around the classroom. The teacher should try to label each object with their respective name, in this way, the students will learn without realizing it. The children will learn to associate the words with the objects they see and so they will learn to read little by little.

-          The teacher can read a story in front of the class slowly and respecting the breaks so that the children learn the pronunciation of each word and acquire new vocabulary. Afterward, the teacher can ask a child to read a story about the story, the teacher should guide him while the student is reading.

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References

Kaur, H. (1 de 4 de 2018). Lisa's study guides. Obtenido de https://www.vcestudyguides.com/blog/coherence-and-cohesion

Leipzig, D. H. (2013, 11 7). Teaching reading . Retrieved from https://www.readingrockets.org/article/what-reading

Nordquist, R. (2019, 10 7). ThoughtCo. - Discourse. Retrieved from https://www.thoughtco.com/discourse-language-term-1690464

Zakime, A. (2017, 9 15). What is reading? Retrieved from https://www.whatiselt.com/single-post/2017/09/15/What-is-Reading