READING
AND REFLECTION ON TEXTS
Reading is not an easy subject to define and debates still exist over
the best methods to use. Many of the developments in teaching methodology in
second language reading have been affected by debates on topics such as the
development of teaching letter-sound correspondence to beginning readers, the
teaching of vocabulary, the teaching of various reading strategies and the use
of extensive reading. One of the most difficult task we face as reading
research for our own purposes.
Why
reflection on Reading?
Reflection offers you the opportunity to consider how your personal
experiences and observations shape your thinking and your acceptance of new
ideas. Professors often ask students to write reading reflections. They do this
to encourage you to explore your own ideas about a text, to express your
opinion rather than summarise the opinions of others. Reflective writing can
help you to improve your analytical skills because it requires you to express
what you think and more significantly, how and why you think that way. In
addition, reflective analysis asks you to acknowledge that your thoughts are
shaped by your assumptions and preconceived ideas; in doing so, you can
appreciate the ideas of others, notice how their assumptions and preconceived
ideas may have shaped their thoughts and perhaps recognize how your ideas
support or oppose what you read.
Types
of Reflections:
Experimental
Reflection:
Popular in professional programs, like business, nursing, forensics and
education, reflection is an important part of making connections between theory
and practice. When you are asked to reflect upon experience in a placement, you
do not only describe your experience, but you evaluate it based on ideas from
class. You can assess a theory or approach based on your observations and
practice and evaluate your own knowledge and skills within your professional
field. This opportunity to take the time to think about your choices, your
actions, your successes and your failures is best done within a specific
framework, like course themes or work placement objectives. Abstract concepts
can become concrete and real to you when considered within your own experiences
and reflection on your experiences allows you to make plans for improvement.
Reading
Reflection:
To encourage thoughtful and balanced assessment of readings, many
interdisciplinary courses may ask you to submit a reading reflection. Often
instructions will indicate to students what they expect of a reflection, but
the general purpose is to elicit your informed opinions about ideas presented
in the text and to consider how they affect your interpretation. Reading
reflections offer an opportunity to recognize – and perhaps break down – your
assumptions which may be challenged by the text(s).
Some
strategies when teaching reading:
1.
Reflect on the nature of reading.
2.
Reflect on phonemic awareness and
phonics.
3.
Reflect on reading fluency.
4.
Reflect on reading comprehension.
5.
Reflect on reading strategies.
6.
Reflect on text structures.
7.
Reflect on vocabulary building.
8.
Reflect on developing effective reading
lessons.
9.
Reflect on extensive reading.
10. Reflect
on reading and writing connections.
Some
points about reading:
1. Students
read as much as possible.
2. A
variety of materials on a wide range of topics is available.
3. Students
select what they want to read and have the freedom to stop reading anytime.
4. The
purposes of reading are usually related to pleasure, information and general
understanding.
5. Reading
is its own reward. There are few or no follow-up exercises after reading.
6. Reading
materials are well within the linguistic competence of the students in terms of
vocabulary and grammar.
7. Reading
is individual and silent, at its student’s own pace and outside class, done
when and where the student chooses.
8. Reading
speed is usually faster than slower as students read books and other material
they find easily understandable.
9. Teachers
orient students to the goals of the programme, explain the methodology, keep
track of what each student reads and guide students in getting the most out of
the programme.
10. The
teacher is a role model of a reader for the students.
