Activating students’ background knowledge and its conceptual framework in teaching reading

Ostapenko, Svitlana and Остапенко, Світлана Анатоліївна (2018) Activating students’ background knowledge and its conceptual framework in teaching reading. Інтелект, особистість, цивілізація (17). pp. 49-55. ISSN 2079-4835

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Abstract

The objective of the article is to demonstrate the need of activating top-down processing a text in teaching reading; to give examples of different kinds of activities to recall information on the topic; and offer «pre-reading preparatory instruction plan» for developing reading skills. Methods. Methodological basis of the present research presupposes the following kinds of analysis: analytical; analysis and synthesis of scientific, popular scientific, methodical and educational literature on the problems of teaching reading and the argumentation of detailed reading lesson planning. Results. This article deals with the argumentation for the activating of top-down processing a text in teaching reading. The author introduces such skills as «predicting» and «previewing» to encourage the use of prior knowledge of students, gives examples of different kinds of activities to recall information on the topic: brainstorming; structured writing; field trips; role plays; word association activities; content mapping; semantic mapping. Author also offers «pre-reading preparatory instruction plan» for developing reading skills which intends to make readers aware of what they already know about a topic to be read about and to activate their memory and expectations. Three phases o f this plan is supplied. It was proved that with course goals and objectives in mind, teacher's plan WHAT the students will study in class, HOW activities are done, WHY — the reasons behind the decisions. In general-to-specific order then, teachers are responsible for course goals, objectives, and activities.

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