Our next event will be held on the 9th of June at 6pm. for our next event we will be joined by James Wagstaffe for a talk called Introducing a diagnostic-pedagogic model of reading comprehension. James will be presenting his ideas on how we can diagnose and solve difficulties with reading comprehension. After the talk there an opportunity for discussion and possibly a drink at the IoE bar.
Introducing a diagnostic-pedagogic model of reading comprehension
Perhaps the defining feature of TESOL as a field of study is its focus on practical classroom application. Within the domain of reading comprehension, a great deal of research has been conducted on the various elements that underlie success, including the use of reading strategies, both cognitive and metacognitive, the role of vocabulary and grammar knowledge, as well as the use of pedagogic techniques such as reciprocal teaching and extensive reading.
The current talk will propose a diagnostic-pedagogic model of reading comprehension which seeks to unify these various findings into a single framework. Crucially, the model seeks not only to describe the systems and components that underlie reading comprehension from a theoretical perspective, but to go further by setting out ways they can be interacted with in order to enhance learner development. To this end, in addition to describing the diagnostic-pedagogic model, the talk will also propose the basis for a related tool for diagnosing difficulties learners face when developing their reading comprehension, and a practical program of instruction for responding to any specific needs thereby identified. Further discussion after the talk will be encouraged.
James Wagstaffe recently completed his PhD Education at the University of Reading. His doctoral research adopted a mixed-methods approach to investigate the issues that native-Chinese readers faced as they attempted to establish discourse-level mental representations of English-language academic texts. Prior to this, James worked for twelve years in China as an English teacher, primarily teaching on EAP courses aimed at either preparing students for, or supporting them through, degrees in UK universities. As a result of these experiences, he has developed a keen interest in developing frameworks though which research can be liberated from the laboratory and combined to form innovative, robust, evidence-based programs of practical instruction.