Approaches for reading in academic contexts

According to Bloor (1985) reading in academic contexts can be approached in at least four different modes ( cited in Jordan, 1997). These approaches can be classified as either physchological, linguistic, content orientated or pedagogically orientated. In this paper, the main characteristics of each of these approaches will be presented and illustrated with exercises from daily life teaching of reading.
First, the psychological approach to reading development provides exercises attempting to train students’ natural reading processes. Bloor (1985; as cited in Jordan, 1997), stated that there are two different levels at which the processes involved in the activity of reading are observed to operate.The first is concerned with simple word recognition such as asking students to underline the family members on the text or to find out the odd word in a list ofgiven items while the second is related to texts interpretation like asking students to skim the text for man ideas and then explain with their own words what the text is about.
Second, the linguistic approach is characterised by drawing students’ attention to the words and sentences of the reading texts (Bloor 1985; cited in Jordan, 1997). The main assumption of this view is that if the learners can manage linguistic features of the text efficiently, reading ability will be improved. To state this matter differently, this approach highlights the practice of grammar and vocabulary. The linguistic approach can be exemplified with courses where students are demanded to scan the text for specific data such as names, dates, definitions or synonymy of a key concept or word or any supporting details included in the texts or passages.
Third, the content orientated approach is grounded in the view that the purpose inherent in a particular act of reading is an essential feature. Particularly, this premise ensures that if the reader has a specific purpose for his/ her reading, it would be goal–directed and efficient. (Bloor 1985; cited in Jordan, 1997).
Content orientated reading exercises sometimes provide the purpose by specifying a reason for reading a particular text before actual reading takes place. A good example of thisapproach can be observed when students are given texts related to specific study-subjects or interests and when they are requested to read for finding out specific information within it, or learners are given a list of questions to search for the answers included in the text.
Fourth, the pedagogically-orientated approach is based on the assumption that if students are given some choices in selecting their own reading materials and are allowed to read at their own rates, then they will be more successful readers than those whose programme of studies is directed by the teacher(Bloor 1985; as cited in Pintos, 2009). Evidence of this approach should be found in courses where students are permitted to assume responsibility for their own learning. If learners are allowed to select the text or book they are attracted to and if they are left to read it at their own pace, then, they become intrinsecally motivated, self confident, and less dependent on the teacher’s mediation.
In conclusion, it can be claimed that the approaches depicted by Bloor (1985), serve to develop and impove reading ability, however it might not be possible to assert the existance of only a method that is good for all students. For this reason, teaching to read efficiently demands from instructors to be informed about students’ needs, interests, strengths and drawbacks in order to decide whether certain methods, strategies or approaches are useful to enhance learners’ motivation and involvement in reading activities.





References

Jordan, R. (1997). English for academic purposes: A guide and resource book for
teachers. Cambridge, UK: Cambridge Univerity Press. Retrieved from
http://books.google.com.ar/books?id=vxfGRCi45pkC&pg=
PA144&dq=bloors+approachers+for+reading#v=onepage&q=&f=false
Pintos, V. (2009). Building up a Community of Teachers and Prospective Researchers.