Teaching Reading and Writing

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_________________________________________________________________________________ Farrell Ch. 1 1. p. 1-2 Farrell talks about how teachers tend to “test” reading rather than “teach” reading. What does he mean by this? Give several examples. Teachers often ask students follow up questions, or ask for summaries or test on specific words after reading a text. These are all methods of testing a students’ ability to read-these exercises don’t teach students how to read. 2. pp. 3 - 4 List the 3 differences students have when learning to read in their mother tongue and in a second language. Which is the most important reason and why? | learners learning to read in their mother tongue (L1) | Learners learning to read in their second language(L2) | Linguistic differences | --by age 6, L1 readers know the grammar of their first language | --cannot sound out a word to “discover” its meaning as they don’t have a massive vocabulary--don’t have a good knowledge of L2 grammar.-lack of processing skills of a text due to minimal vocabulary | Individual differences | -ELLs who are more literate in their L1 can transfer reading skills to their L2. | -the student’s learning style and cognitive development are more pronounced when they start to study their L2. | Sociocultural differences | -what it means to be literate and how literacy is valued is displayed in L1 | -When learning English, often the text is not organized the same way in their L1.-Students’ ability to read between the lines is minimal because of cultural context. | 3. p. 7. What is parallel processing? When a reader decodes and engages cultural interpretations of a text. This is difficult for ELL teachers because the process cannot be seen and does not generate a product that can be responded to. Farrell ch. 2 Reflecting on the Reading Process 1. Please explain which part of the
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