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OVERVIEW Describe Skills/Course Structure Identified Ss Needs Researched Reading Methods Experimented With and Observed Methods Combined Into One Blended Method Outcomes

ENGLISH LANGUAGE INSTITUTE/IEP AT UFSkill Levels 10-60

Low Beginner to High Advanced

Skills => Grammar

Listening/Speaking

Reading/Writing

INFORMAL READING RESEARCH

Observed students in levels 30 – 60

Kept a log of challenges by 1st language group

---TOEFL/IELTS READING Scores

Read Books AND articles about reading

Asked ESL teachers at the ELI and at other IEPs

Identified Important Issues

STUDENT NEEDS IN ELI/ESL READING COURSEREAD FASTERENGLISH READING SKILLS

-- TRACKING LEFT/RIGHT, TOP TO BOTTOM

-- FOCUSING LINE BY LINE INCREASED COMPREHENSION

--ABILITY TO SELECT IMPORTANT INFO TO RETAIN

MORE FORMAL RESEARCH SOURCES

Read articles like: “Metacognition and EFL/ESL Reading” by Carrell,

Gadjdusek, & Wise “Toward A Realization of Psycholinguistic Principles

in the ESL Reading Class” by Clarke & Silberstein “Schema Theory and ESL reading pedagogy” by

Carrell & Eisterhold Read books and articles by Dr. Keith Folse like

Intermediate Reading Practice Read books and articles like Teaching EFL/ESL

Reading and Writing by Nation

READING HAS MANY COMPONENTS

PHYSICAL/EYE MOVEMENTS MENTAL/BRAIN PROCESSINGKNOWING SOUNDS OF LETTERSMEANINGS OF WORDS/ IDIOM

MEANINGSGRAMMAR RULES AND CONNECTIONSFITTING IN NEW INFO TO PRIOR

KNOWLEDGE

BEHAVIORS THAT SLOW DOWN READING

READING EACH WORD VOCALIZING LOSING FOCUS/RE-READING MAKING FAULTY EYE-MOVEMENTS LOSING YOUR SPOT/PLACE

MORE BEHAVIORS THAT SLOW DOWN READING

SLOWING DOWN PURPOSELY TO IMPROVE COMPREHENSION

NOT RECOGNIZING & FIT INTO “SCHEMA”

NOT EVALUATING WHAT IS IMPORTANT

TRYING TO REMEMBER ALL

READING FASTER STRATEGIES USING A “FOCUSER” (COLOR PLACE MARKER)

READING IN “CHUNKS” OR WORD GROUPS

NOT READING EVERY WORD

READING DAILY FOR 30 MIN.-60 MIN.

“2 PORTAL” READING

NEEDED PARTS OF THREE METHODS

CHUNKING

PREVIEW/SKIM/SCAN

SPEED READING

CHUNKING READING

READ IN THOUGHT GROUPS

GROUP WORDS IN MEANINGFUL PHRASES

DON’T READ EVERY WORD

PREVIEW/SKIM/SCAN ESL READING ASK WHY-REASON READING THIS? PREVIEW

--Title/ Bolded words/graphs/charts/pictures

--CONNECT WITH WHAT YOU KNOW SKIM

- Read intro paragraph, first sentence & last sentence of each body paragraph, & read conclusion paragraph

--Create an idea map (cognitive map) SCAN--read questions and scan for answers MAKE NOTES, CIRCLE WORDS

SPEED READING INCREASE EYE SPAN/ USE CIRCULAR & SMOOTH EYE &

HEAD MOTIONS

FORCE Ss SPEED TO INCREASE SLOWLY

USE A FOCUSER

PRACTICE READING PASSAGES FASTER

USE TIMED READINGS

CHART/LOG TIME AND COMPREHENSION OVER A PERIOD OF TIME

COMBINED THREE METHODS

CHUNKING READING

+PREVIEW/SKIM/SCAN ESL READING

+SPEED READING

LESSON PLAN SEQUENCE TARGET LEVELS HIGH INTERMEDIATE TO HIGH

ADVANCED LEVELS SHOW POWERPOINT USE SHORT READINGS 125 WORDS -200 WORDS TO

INTRO IDEAS SHOW & USE ALL 3 METHODS COMBINE KEEP TIME AND CALL EACH Ss TIME QUESTIONS ANSWERED AFTER STUDENTS

COMPLETE READINGS EXPLAIN KEEPING LOG & MAKING FIRST ENTRIES FIRST WEEK DO 3-4 READINGS/REPEAT POWERPOINT AVERAGE AT LEAST 2 EACH WEEK

PRACTICE CHUNKING AS A CLASSThere is a growing interest in old railroad cars. These

old cars remind people of other time. Years ago train

travel was lots of fun. From the late 1800s to the mid-

1950’s some railroad cars were very beautiful. They were very comfortable, too. This kind of travel ended when people started to use planes.

Today these old cars are being put to new use. They have

been turned into ice cream parlors, snack bars, and

shops. The cars are used, too, for special rides.

At a sale of old railroad cars, one couple said they

planned to make a car into a fancy store. They would

sell sandwiches and pizzas in it. Another person wanted

PRACTICE PREVIEW /SKIM/SCAN AS CLASSUSE SAME PASSAGETALK THROUGH THE PROCESS OF

PREVIEW/SKIM/SCAN

- EXPLAIN EACH STEP AND SAY THIS IS WHAT YOU SHOULD BE DOING WITH EACH READINGMAKE CONNECT WITH WHAT YOU KNOW

CHART ON BOARDMAKE COGNITIVE MAP ON BOARD TOGETHER

COGNITIVE MAP OF READING PASSAGE # 1

Introduction P.=> topic and author’s controlling idea and main supporting ideas (thesis)

Old railroad cars new uses

Old use comfortable and beautiful travel

# 1 Body P.=> new uses =snack bars, shops, ice cream parlors

# 2 Body P.=>list of other new uses fancy store, classroom studying stars, name of s town

Conclusion P.=>Prices of old railroad cars $9000, $25,000, & $200 Restated thesis

PRACTICE SPEED READING STRATEGIES AS A CLASS

USE SAME PASSAGE

TALK THROUGH AND USE FOCUSER ON COMPUTER PROJECTION OF READING

EXAGGERATE EYE MOVEMENTS AND SHOW POWERPOINT PROCESS

FOCUSER SAMPLE There is a growing interest in old railroad cars. These FOCUSER EYES old cars remind people of another time. Years ago trains….

STUDENTS KEEP A CHART/LOG OF WORDS PER MINUTE & COMPREHENSION

USE DATA FROM FIRST TWO READINGS-WORDS PER MINUTE/COMPREHENSION

SHOW HOW TO CALCULATE USING COMPUTER PROJECTION

ENTRY OF DATA IS Ss JOB AFTER DAY # 1

LOG COMPLETION IS HOW ACTIVITY GRADED-PARTICIPATION

STUDENTS KEEP A CHART/LOG

GRADUALLY INCREASE IN EACH READING:

NUMBER OF WORDS

VOCABULARY LEVEL

GRAMMAR COMPLEXITY

NUMBER AND DIFFICULTY OF COMPREHENSION QUESTIONS

BUT DECREASE SIZE OF FOCUSER TO A PENCIL

ASSESS ABILITIES OF CLASS TO DECIDE RATE OF INCREASE

SOME SEMESTERS ONLY USE THE FIRST THREE SETS OF READINGS

THIS SEMESTER ACTUALLY GRADUATED TO USING TOEFL & IELTS TEST READING PASSAGES AND QUESTIONS

SPEED SLOWS DOWN AT FIRST ON THOSE TEST READINGS

LATER SPEED IMPROVES

STRATEGIES FOR ANSWERING TEST QUESTIONS

BOOKS & READINGS I’VE USED

Intermediate Reading Practices Revised by Keith FolseMYSTERY Readings from ELI FilesPeterson’s Master TOEFL Reading Skills (PBT) by

PetersonReader’s Choice 5th Edition by Silberstein, Dobson &

ClarkeReading Power 2 Fourth Edition by Jeffries &

MikuleckyThe Complete Guide to the TOEFL Test iBT Edition by

B. Rogers

OUTCOMES

SIX YEARS (2-3 SEMESTERS EACH YEAR) OF WORKING & IMPROVING METHOD

ALMOST 100% IMPROVED AT LEAST A SMALL % IN SPEED & COMPREHENSION

ONLY 3 STUDENTS IN 6 YEARS LOGs SHOWED NO CHANGE

--1ST MANY ABSENCES AND TARDIES OVER ½ THE TOTAL HOURS FOR SEMESTER

-2ND STUDENT WAS ALREADY AN EXCELLENT READER

-3RD THERE WAS NO CLEAR REASON

QUESTIONS?

WANT POWERPOINT & HANDOUTS? EMAIL ME: DKELLERM@UFL.EDU

RESOURCES Carrell,P. & Eisterhold, J. (1988 )“Schema Theory and ESL reading

pedagogy” Instructional. Science, 26, 97-112.

Carrell,P., Gadjdusek, L. , & Wise, T. (1989) “Metacognition and EFL/ESL

Reading” Reading Matrix. 25, 108-125

Clarke, M. & Silberstein, S. ( )Toward A realization of Psycholinguistic

Principles in the ESL Reading Class” . Psychological Journal

Folse, K. (2001) Intermediate Reading Practice Revised Edition. Michigan

Press, USA.

Nation, I.S. P. (2009) Teaching EFL/ESL Reading and Writing . Publishers Routlege.

New York: USA