Based on ‘PELT-Reading’
By Neil Anderson
Professor Rocky Nelson, 2009
Reading for Intermediate Level
The intermediate level reader is defined
by the Common European Framework
(CEF) descriptors as someone who can:
Understand any correspondence, with
occasional dictionary use
Understand in detail lengthy, complex texts,
providing they can reread difficult parts
Read almost anything with ease
Read with ease almost all forms of written
Appreciate subtle distinctions and implicit
as well as explicit meaning
Syllabus Design Issues
4 Design Questions
1. What drives the syllabus: textbook or school
2. Does it move the reader further along the
3. Does it provide more authentic texts and academic
4. Does it integrate reading with other language skills?
3) Principles for Teaching
1. Integrate reading with other language skills
2. Study academic vocabulary
3. Focus on academic reading strategies
4. Teach how reading on the computer is
different from print
5. Made sure they are reading fluently
Place Reading at the Core of
Integrate other skills by providing
purposes for reading. Tasks based on,
or that expand from the reading
Improve Vocabulary Skills with
Academic Vocabulary Instruction
Specialized vocabulary plays an important
role at this level:
Work Related Words
Focus on Academic Reading Strategies
for Learner Responsibility
Students must be proactively responsible
for their own learning. Teach advanced
readers, academic strategies for them
to use for various needs.
Teach How Reading on the Internet is
Different from Reading Printed
There are similarities and differences, but
print literacy does NOT necessarily transfer
to digital literacy.
How will we train readers about the
Online Survey of Reading Strategies
It is essential to teach ONLINE reading
The online reading strategies survey can
pinpoint which (metacognitive) strategies
are weak in the class.
[ Survey on Page 161]
Ensure Advanced Level Readers are
AUTOMATICITY THEORY: the ability to
multitask because some tasks require no
thought – they are “automatic”.
The more exposure to words, the less cognitive
capacity is needed for decoding and the more
can be used to integrate what they are reading
with what they already know.
4) Tasks and Materials
1. Integrated Reading Tasks
2. Vocabulary Learning Tasks
3. Reading Strategies and Tasks
4. Fluent Reading Tasks
Integrated Reading Tasks
Readers must be able to make connections
between what they are reading about,
listening to, speaking about, and writing
All the language skills must be integrated!
Vocabulary Learning Tasks
Make the study of academic/professional
vocabulary part of your syllabus.
Master the Academic Word List.
Reading Strategies and Tasks
Use a cognitive tool like a graphic organizer
By creating a graphic organizer, readers can
demonstrate that they see the relationships
of the ideas presented in a text.
It can then be used as a tool for writing and
p 113 17
Fluent Reading Tasks
MORE READING POWER
Suggests four steps:
Check your reading habits
Skip over unknown words
Motivate to increase reading rate
Practice reading faster by timing yourself
Along with lots of regular practice!
[Paul Nation: speed-passages @ nelson.myfastmail.com]
5) Reading Inside and Outside
Meaningful reading opportunities are
Students want to explore beyond their
Expose students to more content area
6) Assessing Advanced Readers
Students are anxious to receive input from teachers
to know how they are doing.
Keep your assessments focused on learning
language, NOT on CONTENT.
Many aspects to assess. Testing vocabulary is one.
[www.academicvocabularyexercises.com] p 121