The teacher role in ESLreading process

by abdo Wed Apr 06, 2011 1:27 pm

The teacher role in ESLreading process

· What is the
teachers role in reading process?

· What teachers
should do during reading process?

These reading
strategies will work both in and out of the classroom, but are particularly
useful in the classroom. If learned and applied daily, these reading strategies
will help your students improve both their reading comprehension and test
scores according to the teacher should

·
understands
how students construct knowledge of reading, acquire specific reading skills,
develop habits of mind, and knows how to use instructional strategies that promote
student learning in reading.

·
understands
how the student’s physical, social, emotional, moral and cognitive development
relate to reading development.

·
understands
expected developmental progressions and individual variations within each
domain (physical, social, emotional, moral, and cognitive), and how these
variations affect reading acquisition.

·
understands
the particular problems that surround learning to read and the importance of
matching appropriate research-based strategies with the individual learner.

·
understands
cultural differences in relationship to learning styles, verbal and nonverbal
communication styles, and language differences

·
provides
students with opportunities to integrate their use of literacy through reading,
writing, listening, speaking, viewing, and representing visually

·
develops
a variety of literacy activities and experiences for different reading levels
and purposes.

·
uses
knowledge of cueing systems to help students construct an ongoing understanding
of text.

·
assesses
individual and group reading performance in multiple ways in order to design
effective instruction to meet the student’s developmental reading needs

.

·
provides opportunities for active reading engagement.

·
encourages students to reflect on their prior knowledge and
to assume responsibility for improving their reading skills.

·
encourages discussion, listening and responding to group
interaction, and elicits samples of student thinking orally and in writing