Our presentation was based on chapter 4 Reading Skills in Alice Walker & Goodith White’s Technology Enhanced Language Learning, and consisted of the following three parts:
- Skills and strategies are involved in reading in a second language
- How technology can motivate and support second language reading
- SLA-reading resources technology can provide
Reading in different languages calls for different strategies, thus students may need to develop different processing strategies at the word level. Matching sounds to orthography (orthographic projection?) or using syntactic clues. L2-teachers in English can use material from L1 English learners, but the processes of learning to read a second language are different than learning to read in the mother tongue. When we start to read in our first language, we know at least 5,000 words orally.
- Matching written symbols on the page (letters, logographs) with sounds
- using syntactic information to construct meaning
- Using working memory
- Expectation about the likely content
- Knowledge of the world
- How particular texts are constructed
Psycholinguistic models; the relationship between readers and text – how we mine meaning. But reading is not just a psycholinguistic process – it has social dimensions too.