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2-Definition of reading ... 2

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Contents

PART ONE

CHAPTER ONE: PRELIMINARIES

1- Introduction ... 2

2-Definition of reading ... 2

3- Reasons for reading ... 5

4- Reading comprehension ... 7

5- The reading text ... 8

6- Reading modals ... 9

6-1 Bottom-up modal ... 9

6-2 Top-down modal ... 11

6-3 Interactive Modal ... 13

7. Authentic material ... 15

8. Reading Schema theory... 18

9- Reasons for teaching the reading skill ... 20

10- Communicative approach for teaching reading ... 23

11- Conclusion ... 28

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CHAPTER TWO: APPROACHES FOR TEACHING LITERATURE AND LITERARY TEXT

1. Introduction ... 30

2. Pedagogical implications for teaching literature ... 31

3. Teaching literary text approach ... 35

3.1 Traditional approach ... 35

3.2 Language-based approach ... 36

3.3 Reader-response approach ... 38

4. Literary competence ... 38

5. Literary text ... 38

5.1 Characteristics of literary text... 43

5.2 Literary text and metalanguage ... 44

6. . Extensive literary reading ... 47

6.1 Introduction ... 47

6.2 Reasons for literary extensive reading ... 47

6.3 Principles for literary extensive reading ... 49

7. Conclusion ... 52

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CHAPTER THREE: DEVELOPING ACTIVITIES FOR LITERARY READING

1. Introduction ... 54

2. Short story reading ... 55

2.1 Pre-reading stage ... 56

2.2 While-reading stage ... 57

2.3 Post-reading stage ... 61

3. Novel reading ... 63

3.1 Introduction ... 63

3.2 Dealing with the novel’s length ... 64

3.3 Helping with the volume of unfamiliar vocabulary ... 65

3.4 Adapting activities to use with the novel ... 65

4. Poetry reading ... 66

4.1 Definition of poetry ... 66

4.2 Pre-reading stage ... 67

4.3 While-reading stage ... 68

4.4 Post-reading stage ... 71

5. Drama reading ... 72

5.1 Introduction ... 72

5.2 Raisons for reading drama ... 73

5.3 Pre-reading stage ... 74

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5.4 While-reading stage ... 74

5.5 Post-reading stage ... 77

6. Conclusion ... 79

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CHAPTER FOUR: DEVELOPING READING STRATEGIES FOR LITERARY TEXT

1. Introduction ... 82

2. Reading strategies ... 82

3. Reading strategies and literary genres ... 84

3.1. Introduction ... 84

3.2. SQ3R reading comprehension strategy ... 85

3.2.1. SQ3R stages ... 86

3.2.2 A technical design for SQ3R strategy ... 87

4. Applying SQ3R to literary text ... 91

4.1 Stage1: Survey design ... 91

4.2 Stage2: Question design ... 92

4.3 Stage3: Read design ... 93

4.4 Stage4: Recite design ... 94

4.5 Stage5: Review design ... 95

5. Critical Reading Strategies: CRS ... 98

5.1 Introduction ... 98

5.2. Pre-reading stage ... 99

5.3. While-reading stage ... 100

5.4. Post-reading stage ... 103

6. Uninterrupted sustained Silent Reading Strategies: USSR ... 104

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6.1 Introduction ... 104

6.2 USSR and extensive reading (ER) ... 105

6.3 Purposes of USSR ... 105

6.4 USSR class session ... 106

6.5 USSR stages ... 107

7. Conclusion ... 109

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PART TWO : STUDY CASE

CHAPTER FIVE: ANALYSIS OF THE QUESTIONNAIRES

1. Students’ questionnaire ... 111

1.1. Introduction ... 111

1.2. Description of the questionnaire ... 111

1.3. Analysis of the results ... 113

1.3.1. Section one: general information ... 113

1.3.2. Section two: reading comprehension skills and strategies .. 116

1.3.3. Section three: Literary reading ... 122

1.3.4. Section four: Literary reading skills and strategies ... 127

1.3.5. Section five: reading and literature course progress ... 134

1.4. Conclusion ... 140

2. Analysis of the teachers’ questionnaire ... 141

2.1. Introduction ... 141

2.2. Description of the teachers’ questionnaire ... 141

2.3. Analysis of the results ... 142

2.3.1. Section one: General information ... 142

2.3.2. Section two: Reading comprehension skills and literary text ... 145

2.3.3. Section three: Course progress and syllabus ... 151

2.4. Conclusion ... 158

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CHAPTER SIX: PEDAGOGICAL IMPLICATIONS

1. Introduction ... 162

2. Educational context of teaching reading ... 162

2.1. The student ... 163

2.2. Teaching: instructing ... 165

2.3. Materials: reading texts ... 166

2.4. Time ... 167

3. Principles of teaching reading ... 168

3.1. Reading as an active skill ... 168

3.2. Students engagement with the text ... 169

3.3. Responding to language and context ... 169

3.4. Prediction as a major factor ... 169

3.5. Matching the task to the topic... 170

3.6. Exploiting the whole text ... 170

4. Types of reading comprehension questions ... 171

4.1. Direct reference questions ... 171

4.2. Inference questions ... 172

4.3. Supposition questions ... 173

4.4. Evaluation questions ... 174

5. Literary reading and motivation... 175

5.1. Inform the learners ... 175

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5.2. Involve the learners in text selection ... 176

5.3. Making the shift to authentic text reading ... 176

5.4. Entry and pre-reading stimuli ... 176

5.5. The importance of the final outcome ... 177

6. Selecting a text for reading ... 177

6.1. Interest ... 178

6.2. Exploitability ... 179

6.3. Readability ... 179

6.3.1. Lexical and background knowledge ... 180

6.3.2. Syntactic appropriateness and organization... 181

6.4. Discourse and topic ... 181

6.5. Length of text and appearance ... 182

6.6. Political and cultural appropriateness ... 183

7. The major types of reading ... 183

7.1. Skimming ... 184

7.2. Scanning ... 185

7.3. Intensive reading ... 186

7.4. Extensive reading... 188

8. Developing reading activities for literary text ... 189

8.1. Before-reading stage ... 190

8.2. During-reading stage ... 190

8.3. After-reading stage ... 191

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9. Developing reading strategies for literary text ... 193

10. Conclusion ... 194

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