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The primary reading strategy classification
When talking about reading strategies, it is considered necessary to introduce the basic reading strategies (RS) classification. Much research has been done to identify and classify reading strategies in English language teaching (ELT) and it should be added that the study of successful learners in the learning process considerably contributed to gathering data regarding the most frequent actions taken by foreign language learners. According to numerous studies that have been carried out on reading strategies and their influence on success in reading comprehension, there is a general consensus that the two contrastive groups identified by O’Malley and Chamot (1990) are the most basic orientation in the division of RS. The authors based mainly on cognitive psychology and used expert opinions and theoretical analysis of language tasks like reading comprehension. Their classification included the following types of strategies:


 * 1) **COGNITIVE STRATEGIES**, which deal with actual information, how to obtain it, inferring or deducing meaning from context, using dictionaries and grammar books, retaining information through memorization, repetition or mnemotechnic tricks.
 * 2) **METACOGNITIVE STRATEGIES**, which refer to self management, setting objectives, monitoring and self-evaluation are regarded by O’Malley as more significant to learners as they involve thinking about the learning process and planning for learning.



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