pre reading while reading post reading meaning To To encourage students to use use efective strategies when reading reading in a oreign language, the teacher can develop simple exercises exercises to elicit inormation via targeted strategies. These exercises exercises can be divided by the stage o reading at which they occur. "Pre-reading" (warm-up, into, beore reading activities introduce students to a particular text, elicit or provide appropriate bac!ground !nowledge, and activate necessary schemata (bid# $%. Previewing a text with students should arouse their interest and help them approach the text in a more meaningul and purposeul manner as the discussion compels them to thin! about the situation or points rose in a text. The pre-reading phase helps students de&ne selection criteria or the central theme o a story or the ma'or argument o an essay. Pre-reading activities include# discussing author or text type, brainstorming, reviewing amiliar stories (students review inderella beore reading endrillon, considering illustrations and titles, s!imming and scanning (or structure, main points, and uture directions. ")hile-reading" (during, through reading exercises help students develop reading strategies, improve their control o the oreign language, and decode problematic text passages. *elping students to employ strategies while reading can be di+cult because individual students control and need diferent strategies. evertheless, the teacher can pinpoint valuable strategies, explain which strategies individuals most need to practice, and ofer concrete exercises in the orm o "guided reading" activity sheets. uch practice
exercises might include guessing word meanings by using context clues, word ormation clues, or cognate practice considering syntax and sentence structure by noting the grammatical unctions o un!nown words, analy/ing reerence words, and predicting text content reading or speci&c pieces o inormation and learning to use the dictionary efectively. "Post-reading" (ater, ollow-up, beyond reading exercises &rst chec! students0 comprehension and then lead students to a deeper analysis o the text, when warranted (bid# $%. 1ecause the goals o most real world reading are not to memori/e an author0s point o view or to summari/e text content, but rather to see into another mind, or to mesh new 23 inormation into what one already !nows, oreign language reading must go beyond detaileliciting comprehension drills to help students recogni/e that diferent strategies are appropriate with diferent text types. 4or example, scanning i s an appropriate strategy to use with newspaper advertisements whereas predicting and ollowing text cohesion are efective strategies to use with short stories. 1y discussing in groups what they have understood, students ocus on inormation they did not comprehend, or did not comprehend correctly. 5iscussions o this nature can lead the student directly to text analysis as class discussion proceeds rom determining acts to exploring deeper rami&cations o the texts. "4ollow-up" exercises ta!e students beyond the particular reading text in one o two ways# by transerring reading s!ills to other texts or by integrating reading s!ills with other language s!ills (Phillips, $678. Transerable reading strategies are those that readers can assimilate and use with other texts. 9xercises that emphasi/e the transer o s!ills include beginning a new text similar to a
text or which efective strategies have already been taught, i.e., giving students the ront page o a newspaper to read ater they have learned to read the table o contents o a 'ournal. ntegrative activities use text language and ideas in oreign language listening, spea!ing, and:or writing. ntegrative s!ills exercises include such activities as students reacting to texts with summaries, new endings, or pastiches reenacting text dramati/ing interviews based on the text careully listening or !ey words or phrases in authentic video or audio tapes and creating role-play situations or simulations o cultural experiences.
