Oral reading
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The document discusses oral reading and techniques for improving reading skills. It defines oral reading as a method to help poor readers improve word identification and self-correction. Areas to be tested in oral reading include pronunciation, grammar, vocabulary, and fluency. The document also discusses intensive and extensive reading, with intensive reading focusing on content area and extensive reading being more recreational. Other topics covered are reading purpose, previewing techniques, and the SQ4R method for reading comprehension.
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Oral reading
- 1. Oral Reading By:Aimee Feb Amora Bsed-English
- 2. What is Oral reading?? Oral reading: is a technique to improve poor readers word identification in context. To help poor readers develop the habit of self- correcting miscues that don’t make sense in the context of the material they are reading. To give students immediate, on-the-spot instruction in word identification skills that have just caused them problems.
- 3. What is to be tested?? Pronunciation Grammar Vocabulary Fluency
- 4. Fluency Reading This point of evaluation should be based upon the smoothness of speech, not speed, and take into account the normal use of hesitancy in conversation. Students, who speak efficiently and without awkwardness, should in turn be granted a higher rating.
- 5. Grammar Use It is unrealistic to expect that any student will come to an exam and speak without any grammar problems; emphasis should therefore be placed on being able to understand the student’s communicative intent even if grammar errors are present in sentence structures. Continual use of the same grammar errors by a students, such as the use of simple past for all past tense term; should reflect in a lower rating. Alternatively those students who are able to recognize that they had made a grammar error and correct it during conversation, should be provided a higher rating.
- 6. Pronunciation As native English speakers possess a high degree of tolerance to ambiguity. Accent is not considered variable point of exam evaluation, except where it hinders communicative understanding in the case of radically influencing pronunciation. In situations where continual mispronunciation of terminology, students should be given a lower rating . Alternatively, if students correct their mispronunciation, or recognize their mispronunciation and attempt to correct it throughout the exam, then it is should reflect in a higher rating.
- 7. Vocabulary Depending on the student choice of topic, certain terms or vocabulary items can be selected from the course materials and incorporated with in students use higher level vocabulary, and select terms taught from the textbook then they should receive a higher rating. If students employ very simple vocabulary terms for a complex topic, such as health, then this should reflect in a lower rating.
- 8. Areas in Reading Intensive Reading Extensive Reading Purpose Pre-view
- 9. Intensive/Functional Reading Also called word-for-word type of reading Requires one to read materials related to his/her field of specialization. The object of intensive reading demands a great deal of content-area reading.
- 10. Extensive/ Recreational Reading Also called light-type of reading Reading for leisure You love what you read
- 11. Extensive The reader must get a maximum understanding of the main ideas and their relationships SQ4R (SURVEY,QUESTION,READ,RECORD,RECITE,REVIEW) SQ4R: STEPS SURVEYING: (Preparing for Reading) Take note of the titles, headings & subheadings; words in italic or bold print; intro & summaries; pictures & captions; questions at the end of the chapter or section (do this in few minutes only)
- 12. Extensive QUESTIONING: (focusing your reading) Turn headings & subheadings into questions by asking who, what, when why, and how about them. READING: (focusing your reading) Take time to read with maximum comprehension. Try to answer the questions you posed in the previous step. Try to determine the main ideas and major details of the text.
- 13. Extensive RECORDING: (focusing your reading) Take note so you can remember what you have read. RECITING: (recalling step) Recite aloud or mentally, pair up with a partner for Q & A session. REVIEWING: (recalling step) Repeat some of the previous step and review on a regular basis.
- 14. Purpose To obtain a specific fact, or piece of information(by scanning) To know the author’s general idea(by skimming) To attain a comprehensive understanding of a material,as in reading a textbook(reading for a comprehension) To evaluate information in order to determine where it fits into one’s own system of ideas and beliefs(through critical reading)
- 15. Previewing Previewing: called as pre-reading or surveying. The main idea The author’s style and approach The author’s point of view The level of difficulty of the material