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Tutorial 1

Task 1: Divide yourself into 4 groups.

Discuss differences between intensive and extensive


reading and the effects they have on reading.
- Extensive reading
o Involves students reading long texts or large
quantities for general understanding.
o Purpose of extensive reading is for pleasure and
information
- Intensive reading
o Readers take a text, study it line by line, and refer at
very moment to the dictionary about the grammar of
the text itself.
o Students do not read for pleasure.

Discuss the difference between silent reading and reading


aloud
o Reading aloud
Gives children a greater understanding of what
they have read.
Improves students reading skills.
Enable students to improve their expression and
transfer it into reading aloud.
o Silent reading
offers students an opportunity to read material of
their choice
Enable students to slowly understand what they
are actually reading.
Gives time for students to digest information.
Discuss factors that encourage reading among students.
o For pleasure
As part of their hobby.
To fill up their free time.
o For information
To search for information.
To find for details in a magazine.

Task 2:
What is skimming and scanning?
o Skimming
Refers to only looking for general or main ideas.
Reading only for what is important to your
purpose.
o Scanning
Search for specific information without reading
everything.
Allows students to find details in a hurry.

What activities can teachers carry out to develop students


skimming and scanning skills in a reading classroom?
o Reading comprehension
o Answering worksheet based on text

Tutorial 2
1. What is reading readiness?
a. Defined as the process a reader becomes from a nonreader to a reader.
2. What are the factors that affect reading readiness?
a. Psychological
i. Not having the intrinsic motivation.
ii. Not being encouraged by people around them.
b. Environmental factors
i. Constant change of school.
ii. Childs attitude towards learning.
3. What are the factors that influence the development of
reading skills among the young learners?
a. Eyesight
i. Children who has problem with their eyesight
might find it difficult to read.
b. Native intelligence
i. Children who are born as slow learner might find
it difficult to decode meaning from text compare
to others.
c. Prior knowledge.
i. Children who are not being exposed to reading
much might have difficult to comprehend the
meaning of words when being given a text
because of their limited vocab.

Tutorial 3
1. In pairs, discuss why the teacher needs to organize the
reading lesson as a pre-reading, while reading and post
reading structure.
a. Pre-reading
i. To prepare students for the lesson.
b. While reading
i. To help develop students reading skills.
c. Post reading
i. To enable students to reflect upon what they
have learnt and make connections to their life
experiences.
2. What are the main aims for these 3 stages?
a. To enable students to read effectively and efficiently.
b. To help activate students vocabulary.

Tutorial 5
1. Find articles on the Barret Taxonomy and bloom
taxonomy on reading comprehension.

Tutorial 6
1. In groups, suggest possible activities and suitable
approaches to teach reading at
a. Pre-reading
i. Crossword puzzle
ii. Word search
iii. Suitable approaches : top-down

b. While reading
i. Short text , search for main information
ii. Read text , answer true/false question
iii. Suitable approach : bottom-up, top-down

c. Post reading
i. Asking students Q&A questions relating to text.
ii. Suitable approach:

2. Give at least 2 activities for each stage and explain


which approach it relates to.

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