Heidi Helgesen

Language Skills Assignment One

Reading for Detail

Word Count 2497

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1. Introduction

When questioned, most of my learners find it difficult to retain details after reading a
text (and some find it difficult to even locate details). In recent analysis I have found
that few even consider reading outside the classroom worthwhile, having grown up in
a society where such a large percentage of their informative input is in picture form,
mostly cartoon or film. I truly believe that reading is important, it exposes readers to
English vocabulary and grammar in the manner in which it is intended to be used, as
well as activating their imaginations encouraging thought processing beyond the
written word, a process which can also be useful in other areas such as problem
solving in the business arena. However when faced with reading in class most
students become disheartened at their seeming lack of ability to understand. ‘What is
reading comprehension?’ Grellet (1981) writes ‘Understanding a written text means
extracting the required information from it as efficiently as possible.’

Frequently students are planning to go to English Universities and this will involve
extensive reading in English. They will also need to recall the information to compile
essays, reports or for examinations. I have therefore chosen to focus on reading for
detailed understanding.

2.(a) Analysis

• What is text ?

Text is a continuous piece of spoken or written language, especially one with a

recognisable beginning and ending. (Trask1999). We are continually exposed to ‘text’
from our cereal packet, to utility bills, a report at work or even advertisements during
our daily commute. We see it, recognise it contextually, understand it, and discard it,
all sometimes in a momentary glance. We are not able to ask the writer about its
meaning, yet reading is no longer seen as a passive process (Thornbury2006), the
reader ‘interrogates’ the text dependant upon their own purpose (Nuttall1982).

• Why do we read ?

Wallace (1992) identifies 3 key purposes for reading:

i Purely for pleasure – enjoyment being the goal

ii Survival – warnings, signs, timetables, general life

iii Learning – all the way through our lives whether academically or work
related.

Most L2 students will be sufficiently motivated to learn to read such texts for detail as
are required for survival. So why, if they can read for detail for survival, do learners
find it so hard to read for detail when faced with texts for learning or pleasure.
Mikulecky (2008) believes that ‘language and culture cannot be separated’, implying
that by coming from different backgrounds and/or culture a learner will develop

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different knowledge and therefore have different expectations for information and
meaning from within a text. Mikulecky goes on to say that L2 students ‘need to learn
to think in English in order to read effectively in English’. I think she is referring to
Bernhard & Kamil’s (1995) ‘L2 reading comprehension threshold’, where students,
usually during intermediate stage learning, transfer the ability to build reliable mental
representations of text (Walter2008).

• How do we read?

The means by which readers for detail extract information can be divided into three
processes.

• Bottom-up processing using ’linguistic knowledge, such as knowledge of

words, spelling and knowledge of grammar’ (Thornbury2006) for text
comprehension.
• Top-down processing using ‘the application of prior knowledge to work on the
meaning of the text’ (Hedge2000)
• Interactive - Silberstein (1994) describes the reading process as an interactive
relation between the reader and text.

In order to read for detail learners need to be able to utilise their interactive approach,
to start with top-down processing, then when they arrive at an area in the text that
warrants further investigation they drop down into bottom-up processing, in order to
confirm or reject the detail, then zoom back out into top-down processing to carry on
interrogating the text.

To do this interactive approach effectively, they need to locate key information, this
could be by skimming (reading rapidly for the main points), scanning (reading rapidly
for specific information), extensive reading (reading usually for pleasure) or intensive
reading (detailed reading)(Vaezi, Grellet and Thornbury). Utilising these sub-skills to
identify important graphemic indicators at word and sentence level, in order to
correlate the spoken word, (which they may have prior knowledge and understanding
of), with the written word.

It is also expected that a good reader for detail needs a certain level of reading speed,
Walker (2003) cites 300 words per minute as being an optimal speed with L2 readers
being up to 30% slower.

Mikulecky (2008) speaks of the knowledge and understanding used when faced with a
text. Schemata, a term associated with Immanuel Kant, a German philosopher in the
17th Century. Schema comes from the Greek:σχῆµα, "form, shape, figure" and he
described it as being the relationship between reason and human experience.(Kant
1787). Thornbury (2005) describes it as ‘..simply the way knowledge is represented
mentally..’.

Another requirement for an effective reader for detail learner is to be able to interpret
discourse and discourse markers. Discourse being the way language is actually used
within a social context, when we are using language in real life situations, it has a
function.

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(b) Learner problems/Teaching issues.

i) In my classroom I often find my students display such negative emotions when

faced with any form of reading lesson that their affective filters are palpable.
(Lightbown/Spada1993). Their reasons can include;

a) previously reading activities have been used to test students, which has had
a de-motivating effect, or
b) the learner sees no purpose in reading activities, not being able to relate to
them personally or
c) culturally reading is limited to that required for survival.

ii) Schema - A learner, attempting to read for detail, is often faced with a text written
by a person from a different culture, who therefore has built up a different knowledge
and understanding of what the words in the text mean. Take the word ‘school’, to an
English person we know what a school is, expect it to include both boys and girls,
class sizes of approximately 30 children, a place where teacher student interaction is
encouraged. Compare that to a secondary school in China where class sizes can
number 50+ and students are not encouraged to speak or in Saudi Arabia where mixed
sex education is forbidden, or another culture where the syllabus framework is so
different, so ingrained, the student is lost in an English EFL classroom. Despite the
internet crossing the boundaries of geography and culture, schema amongst EFL
learners can be vastly different.

iii) When reading for detail most learners in my classes display differing L2 reading
comprehension levels. Rinvolucri (2008) says that individual students schemata will
affect them ‘..differently in terms of their ability to comprehend the same passage..’
he goes on to extrapolate that whilst ‘..comprehension questions are a normal part of
discourse..’ they are ineffective in the classroom on the basis of the students’
schemata differences.

iv) Reading speed. I have rarely identified an L2 reader as having a reading speed
close to mine. Quite frequently I noticed many of my learners using a pen or finger to
guide their reading, I identified this as a form of ‘vocalising’
(Mosback&Mosback1976). In addition, unless they have undertaken skills training
specifically designed to increase their reading speed, I have found that readers for
detail almost immediately reduce their reading speed. ‘..Reading laboriously word
by word and checking unfamiliar words as they encounter them..’ (Coady1979).

v) Discourse inference can be a minefield even in L1, and I often find that my learners
are too focused upon the grammatical structure and/or doggedly understanding the
lexis to even begin to focus on inference. They frequently fail to appreciate the
difference both context and inference can make to the understanding of a text. This
can be caused by;

a) A lack of training in their L1, this student chose not to pursue language
grammar in their own studies. Therefore they rely heavily on spoken inference,
which includes tonal, stress and attitude signals, for comprehension. Often if I

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 read the text giving appropriate word and sentence stress their comprehension
is immediate. This does not address the issue at hand.

b) A cultural interference.

i) The learner comes from a culture which is heavily dependant upon the
spoken word being the transactional medium. Therefore they are unfamiliar
with the context of the written word having the ability to contain inference.

ii) The learner has not understood the context, thereby fails to attribute the
appropriate discourse inference –that specific context does not have a
corresponding context within the learners own culture or this could just be a
matter of immediate understanding.

3. Suggestions for Teaching

When I am planning a lesson for reading in detail I take a number of factors into
consideration. What do I want my students to gain from this lesson, is there a topic, a
vocabulary bias, or is the focus on this lesson to develop the students reading
processes and skills. I try to ensure that the students are comfortable in their
surroundings, that there will be no distractions or interruptions. Most people can only
concentrate effectively for periods of 15-20 minutes so I vary the activities
accordingly. Where possible I try to source a text that will interest and engage the
students. When they are engaged learners are much more motivated. Most modern
course books are not very culturally aware, using texts on subjects unknown to
Middle Eastern and Asian students. I prefer to use authentic texts, which fit with
Krashen’s input hypothesis “i + 1” (Krashen1982).

A typical lesson would start with a lead-in usually to activate schemata, then a form of
a gist task, either a prediction task which is followed by a timed skim for confirmation,
or a couple of general questions, the answers to which can be obtained by skimming
the text, looking for a particular word or phrase within the text, whilst enabling the
students to get an idea of the layout of the text.

At this stage I like to allow the students to pause for thought, perhaps with a short
discussion stage, to allow them to check that they have understood and collate their
thoughts.

Then I generally ask the students to complete a more detailed task, this task could
include ‘combining information from two parts of the text to arrive at a conclusion or
inferencing’ (BritishCouncil2011).

Lexis which is necessary for the task must also be taken into consideration. I have
used word/explanation matching tasks, as a gallery activity or in pairs/groups. I have
elicited through mime or the use of realia. I have even had the students play a game of
charades based on the vocabulary as I have found the more I get the students involved
in the learning process the more effective it is. On occasion I have provided a
glossary, I find this most effective if I feel that for particular students a ‘pre-teach’
element may be distracting. I have even just supplied dictionaries and let the students
make the choice if/when to use them. My choice is dependant upon the students and

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how I gauge they will best acquire the language. When and where to include the
vocabulary stage is also variable. I find the eliciting stage most effective for the
beginning of the lesson and sometimes it forms part of the lead-in, this is especially
effective for younger students who enjoy ‘playing games’, and are therefore learning
without consciously being aware of it.

Finally I would normally set a speaking activity unless the lesson focus specifically
leads to a written outcome. An example would be a complaint letter perhaps. Even
then I find that allowing students to work together, thus communicatively it can be
more effective, and promote confidence. I prefer speaking activities where students
mingle or engage with more than one partner in succession. Working on the premise
that repetition aids exposure and practise which works towards automaticity ‘the
ability to perform a task ‘without conscious or deliberate effort’’ (Thornbury2006).

I also employ a number of methods and/or materials to overcome any learner

issues/teaching problems which I may have identified within my class. Specifically
those which may affect their reading for detail processes are:

i) Affective Filter - To overcome this I have used a variety of materials, my favourite

being a lesson from the website Lessonstream.org (appendix 1), where the cartoon
character Wiley Coyote is used. Most students are drawn into the cartoon content
through the use of a slide show and when faced with a prediction task in the form of
two pieces of text avidly employ their sub-skills to make their choices.

ii) Schema – In my classroom I have found that using the multi-cultural composition
of the class and a few personalised discussion topics can usually overcome most
schemata obstacles. (appendix 2 + 3)

iii) L2 reading comprehension. I have not previously tried the Rinvolucri (2008)
technique (appendix 4), however as it is student centred, and initially detracts from
the main topic of the reading I think it could be an effective tool for my current
learners. I anticipate it encouraging them to reflect upon the text and plan to include
it in a lesson as soon as possible. Whether it has any effectiveness on their abilities for
reading for detail I am not sure at this point.

iv) A favourite technique I use is to give my Intermediate learners a lesson including

the ‘Obstacles to faster effective reading’ text (appendix 5)(Mosback&Mosback1976).
Whilst this text forms part of a technique designed to increase the learners speed I
find the content is also quite effective at reducing ‘vocalising’. In addition my
learners’ voice satisfaction at being introduced to techniques they see as being
specifically targeted at improving their skills base.

v) Discourse interference. An example could be;

• Where is the nearest bank? Asking for information

• Could you open the window please? Making a request
• How about we meet later? Making a suggestion
• I’m sorry to hear that, were you close? Offering sympathy
• Haven’t you finished that yet? Criticising

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All of my L2 Intermediate learners would identify the form as being question, but
might fail to identify the inference. In order to focus their attention on this, I would
choose texts which need a level of inference understanding. During feedback I would
ask them to share with the other learners where they found the answer and what clues
in the text lead them to the answer (Appendix 6+7). To assist

4. Conclusion

My research has shown me that whilst I have been employing some of the
recommended methods for teaching a reading for detail lesson, there are a lot more
approaches which I have yet to attempt. I believe I have become somewhat
complacent and in the future need to keep the focus firmly on the needs of the student.
I have realised that I need to keep more apace with EFL research and to try different
approaches, several times with different classes, as what doesn’t work with one class
may work with another.

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Bibliography

British Council 2011 Teaching English| Lesson plans Stages of a reading lesson
http://www.teachingenglish.org.uk/sites/teacheng/files/Hard%20Times_nothing%20b
ut%20facts_worksheet%202.pdf

Coady, J. (1979). A psycholinguistic model of ESL reader. In

http://www.nflrc.hawaii.edu/rfl/October2010/articles/chang.pdf downloaded 03112014

Grellet, F.(1981) Developing reading skills: A practical guide to reading

comprehension exercises. CUP

Hedge, T (2000) Teaching and Learning in the Language classroom. OUP

Kant, I. (1787) Kritik der reinen Vernunft. http://korpora.zim.uni-duisburg-

essen.de/Kant/aa04/ downloaded 01112014

Krashen, S. (1982). Principles and practice in second language acquisition.

Pergamon Press

Lightbowen, P.M. & Spada, N.(2006) How Languages are Learned. OUP

McCarthy, M.(1991 ) Discourse Analysis for Language Teachers

Mikulecky, B.S.(2008) Teaching Reading in a Second Language. Pearson Education

Nuttall, C.(1982) Teaching Reading Skills in a Foreign Language Heinemann

Rinvolucri, M. (2008) How useful are comprehension questions? British Council

Website. TeachingEnglish originally published in IATEFL Voices Newsletter, Issue
204, Sept-Oct 2008

Shi, Y. 2008. Relationships in Reading ETP Journal Issue 37.

Silberstein S (1994) Techniques and resources in teaching reading OUP

Thornbury, S.(2005) Beyond the Sentence. Macmillan

Thornbury, S.(2006) An A-Z of ELT. Macmillan

Trask, R.(1999)Key Concepts on Language and Linguistics. Routledge.

Walter, H.C.(2003) Reading in a second language. The Higher Education Academy

website. LLAS.

Walter,H.C.(2004) https://www.academia.edu/1125826/Transfer_of_reading_compre
hension_to_L2_is_linked_to_mental_representations_of_text_and_to_L2_working_m
emory downloaded 02/11/2014

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Widdowson, H.G. 1983 learning purpose and language use. Oxford and OUP.

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Appendix One

Lesson Materials taken from

http://lessonstream.org/2010/02/15/what-happens-next-iv/ downloaded 03112014

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Appendix 2

In pairs or small groups talk about the following questions, ask for more information;

a) Have you ever been on a big boat, ship or cruise?

b) What do you think it would be like to live and work on a big boat or ship? Do you
know anyone who works on one?

c) This is a picture of the work clothes that are worn by the people who work on big
boats or ships. Do you know what they are called? Chose the answer from the words
next to the picture.

a) suit

b) overalls

c) ski suit

d) Why do you think the people who work on big ships or boats would wear these
work clothes?

e) Do you know anyone who wears work clothes like these? Who are they and what
job do they do?

Lesson materials taken from

Harmer, J (2004) Just Right Student Book Intermediate Marshall Cavendish p.21

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Appendix 3

In pairs or small groups look at these pictures.

Do you know what any of these pictures mean? Tell your partner or group. Ask for
more information.

In England we believe that it is not good luck to break a mirror.

Do you have anything similar in your country?

Tell your partner or group about something good that happened to you recently.

Lesson materials taken from:

Kerr, P & Jones, C. (2006) Straightforward Intermediate Student’s Book. Macmillan

Pgs 40-41

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Appendix 4

Alternatives to comprehension checking

So what can I do after telling the class a story? I can offer the students questions that
help them explore each others’ elaboration. I ask the students to go through the
questions below and cross out the ones they do not relate to. Once this deletion is
effected I pair them and ask them to use the questions they have retained to get an
idea of their partner’s elaboration. Here is a set of such questions:

• In which sort of country did you imagine the story?

• What kind of pictures did you get as you listened.
• Did you create a sort of film from the story?
• Were you ever actually in the same space as the character in the story?
• What feelings did you have during the telling?
• Did you become any of the characters?
• What, for you, is the moral of the story?
• Did this story remind you of other stories you know?
• Did any of the characters seem like people you know?
• Can you think of someone in this group who may have disliked the story?
• Would your brother/mother/daughter/father like this story? Why would they
like it?
• At which point in the story did you really start listening?
• Which was the most vivid bit for you?
• At which points in the story did you drift off and think of other things?

The list of questions could be much longer and more detailed, but you will notice they
all focus on the students’ elaborated text and on their reactions to the text. None are
about details of the original text.

Rinvolucri, M. (2008) How useful are comprehension questions? British Council

Website. TeachingEnglish originally published in IATEFL Voices Newsletter, Issue
204, Sept-Oct 2008

Appendix 5

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Materials taken from:

Mosback, G. & Mosback, V. (1976) Practical Faster Reading. Cambridge University

Press. Pgs 6-8

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Appendix 6

Lesson materials taken from

Oxenden, C. & Latham-Koenig, C. (2005) New English File Pre-intermediate

Workbook Oxford University Press Pg 36

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Appendix 7

Lesson Materials taken from:

Acklam, R. & Crace, A. (2003) Going for Gold Intermediate coursebook. Longman
pg 48

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