User talk:Peiisu

reading expertise
Reading Expertise refers to readers' reading strategies, interpreations of a reading text based on their own social-cultural background knowledge and ability to recreate meanings from a certain text.

Index

 * Definitions
 * How Reading and Expertise are Coined
 * Reading Expertise and Second Language Learning and Teaching
 * Reading Expertise and Socia-linguistic Point of View
 * Reference

Definitions
Reading Expertise refers to readers’ reading strategies, including skimming the text for targeted information and scanning for main idea, or readers’ advanced levels of comprehension, such as making sense of a reading text by relating to their background knowledge or recreating meanings for the text from the readers’ own point of view. With the development of raising literacy levels, language teachers have been also faced with the challenges of teaching the illiterate or lower-level learners to read efficiently. Reading expertise, in this aspect, refers to the necessary skills learners could learn to best improve their reading skills, such as making inferences from the reading context or quick reading as a task in search of certain specific information.

How Reading and Expertise are Coined
Reading Expertise is first coined in Ruth Schoenbach and Cynthia Greenleaf’s [4] paper, “Tapping Teacher’s Reading Expertise: Generative Professional Development with Middle and High School Content-Area Teachers,” which discusses teachers’ need to develop an expertise for teaching students of low reading proficiency. Before them, there were lots of researches discussing on how readers or language teachers could do to enhance their literacy level or expertise in teaching reading. To prepare the students of low literacy for the reading class, Schoenbach and Greenleadf adopted The Reading Apprentice Framework in raising awareness of teachers participating the Strategic Literacy Initiative Networks, prompting them to look at the reading processes through think aloud protocols, reflective writing, close readings, text discussions, and discipline-based reading analysis.

Reading Expertise and Second Language Learning and Teaching
In 2005, Catherine Wallace went on to explain reading expertise in terms of second language learning and teaching. According to Wallace, expertise “connotes an outcome or product which is visible and can be judged or valued.” Unlike expertise in other skills, reading expertise is problematic in evaluation since “the process of becoming a reader is not describable” [5] and reading is a “meta-linguistic activity,” which allows readers to recognize errors in form after repetitive reading or training. Reading expertise, if defined as “effective reading,” is closely linked to readers’ “flexibility,” “reflective-ness” and “automaticity.” In other words, different from novice readers, expert readers are able to “draw on a wide range of textual clues to make meaning from text and become more “adept at knowing what to read and in what manner as related to contexts of use and purpose.” Skilled readers are able to selectively focus their attention on certain parts of the texts, continue to struggle with textual difficulties and make sense of the text in their own ways.

Reading Expertise and Socia-linguistic Point of View
Reading expertise,, from the sociolinguistic view of reading, then defines the roles of readers as “code breakers,” “text participants,” “text users” and “text analysts.” In the process of reading, readers need to decode words, phrases or sentences from the text based on their own social-cultural background knowledge. Also, they might quote ideas from the text to rationalize their interpretations of the text and even analyze the text as a critic. Variables such as content, genre, context and purpose influence their roles in the reading process. Reading expertise refers to readers’ awareness of the reading process and ability of comprehending and even interpreting the text with their grammatical, linguistic and socio-cultural knowledge. As an outsider of the text, Wallace suggests, readers can be an expert in his or her own right. That is, readers have different personal viewpoints about the text or different social-cultural backgrounds that might influence the way they interpret the text. Therefore, when readers interpret the text in a overly subjective way, they might get miscues from the text instead of misreading. In other words, they might relate their own ideas to the cues in the text in a dislocated way. To avoid value judgment, Wallace suggested miscue analysis instead of misreading to explain such a possibility of readers’ subjective interpretation.

Harmful edits
Hi -- you've been making a lot of edits that damage the affected articles. If you need to test something, please use the WP:SANDBOX. Regards, Looie496 (talk) 14:59, 24 December 2009 (UTC)

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Thank you for your understanding and happy editing :) Editing on behalf of User:Jarry1250, LivingBot (talk) 23:25, 13 March 2011 (UTC)