Ministry of Education and Science of UkraineIvan Franko National UniversityEnglish Department
Course paper presented byMizernyk4th year studentthe English Departmentby.M. Vlokhprofessorthe English Department
Chapter I. Approaches to Teaching Reading Skills
Chapter II. Methods of Teaching Reading to Learners
2.1.1 The Alphabetic Method
2.1.2 The Phonic Method
2.1.3 The Word Method
2.1.4 The Phrase Method
2.1.5 The Sentence Method
2.1.6 The Story Method. The Peculiarities of Reading Comprehension
2.1.7 Approaches to Correcting Mistakes
List of Literature
Effective reading is essential for success in acquiring a second language. After all, reading is the basis of instruction in all aspects of language learning: using textbooks for language courses, writing, revising, developing vocabulary, acquiring grammar, editing, and using computer-assisted language learning programs. Reading instruction, therefore, is an essential component of every second-language curriculum [4; 1]. Moreover, according to Dr. West, reading should be given more priority in the teaching process. He emphasizes that reading indicates knowledge of a language, enhances experiences, facilitates the intellectual development of the learner [22; 2].challenge of teaching reading to beginning-level adults can be daunting, however, teaching at the beginning level it is also the most rewarding. It is extremely moving to witness an adult who, after years of struggling with the sounds of individual letters, is able to read a letter from a family member or a note that his or her child brings home from school [8; 4]. Learners learn differently, in different ways, and at different rates. Thus, in learning to read, some children need a little more of one thing while others need a bit more of another thing. Trying to push all learners through the same reading program will result in the slowed growth of some and the frustration of others [12; 17].the early stages it is important to make the task of learning to read as easy and interesting as possible. Students need a lot of practice before they are able to recognize words and phrases quickly, and even the most interesting reading book or textbook, gets boring if they have to read the same thing more than once [24; 151]. Learners of a foreign language, especially at elementary and intermediate levels, are rarely efficient readers in the foreign language. This has to do not only with deficiencies in linguistic knowledge, but also with the strategies employed in reading [18; 1].topicality of the research work consists in:
the researching approaches towards teaching reading at all levels;
-establishing a new critical view at the methods of teaching reading;
discussing reading skills from the perspective of elementary level;
figuring out ways of proper error correction strategies;
The subject of this research paper is shaped around the approaches towards teaching speaking to learners. Developing reading skills and methods of teaching reading form the object of the present work.purpose of the work is to conduct the overview of the main teaching methods of developing reading skills with second language learners. The following objectives have been settled so that to achieve this purpose:
to define principles of developing reading skills;
-to study the approaches to teaching reading skills at any level;
to find out the skills required for an elementary learner to became a proficient reader;
to suggest conditions for effective teaching reading;
to enumerate the principles behind the teaching reading;
to analyze the methods of teaching reading at the elementary level;
to reveal the peculiarities of reading comprehension;
to identify ways of introducing new vocabulary to learners;
to explore approaches to correcting mistakes.
The theoretical value of this course paper lies in the analysis of teaching reading methods at the elementary level as a methodological problem and in the conducting overview of the reading process nature.material of the present research paper may be applicable at the general courses on Methodology of English Teaching. Moreover, it may be highly useful for elaboration of programs and classes on teaching reading at all levels. In addition, it may serve as a basis for further research what illustrates the practical value of the course paper.structure of the research is the following: introduction, two chapters, conclusion, the list of references, two appendices.
reading method тeaching language
Introduction states the topicality of the issue, the purpose and objectives of the research, defines the object and the subject of the course paper, enumerates methods applied in the process of research, expounds its practical and theoretical value and lays out the structure of the work.
Chapter I outlines approaches towards teaching reading skills.
Chapter II analyzes peculiarities of teaching reading at the elementary level and suggests several approaches towards correcting mistakes.
Conclusion generalizes the results of the research and summarizes all the information provided in the course paper.
List of references comprises bibliography of literature used during the research.
Appendix I enumerates possible reading skills that students may master in the course of learning.
Appendix II suggests games for teaching alphabet to young elementary language learners.
Chapter I. Approaches to Teaching Reading Skills
Reading skills are the cognitive processes that a reader uses in making sense of a text. For fluent readers, most of the reading skills are employed unconsciously and automatically. When confronted with a challenging text, fluent readers apply these skills consciously and strategically in order to comprehend [4; 4].are numerous reading skills that students need to master to become proficient readers: extracting main ideas, reading for specific information, understanding text organization, predicting, checking comprehension, inferring, dealing with unfamiliar words, linking ideas, understanding complex sentences, understanding writers style and writing summaries (see Addendum 1for the complete list) [22; 2]. But if adult learners are psychologically prepared for reading and the matter is only in acquiring basic reading skills, enriching vocabulary stock and mastering at least few grammar rules, then the situation with young elementary readers is quite different.read effectively only when they are ready. The readers preparedness to read is called reading readiness. According to Thorndikes law of learning, the first requisite for beginning reading is an interest in reading. Reading stories, allowing children to draw and read charts, displaying readable messages, providing picture books and labeling the objects will stimulate their interests [22; 5].any level, the following skills are necessary for a student to become a proficient reader:
automatic, rapid letter recognition
automatic, rapid word recognition
the ability to use context as an aid to comprehension
the ability to use context when necessary as a conscious aid to word recognition [11; 2-3].
A good readiness program develops proficiency in the following area:
speaking and listing skill; visual discrimination; knowing the alphabet; thinking skills; word meaning skills; auditory discrimination; moving left to right; sight vocabulary; identification skill
For visual discrimination a teacher may use exercises of identification of the same picture in a row, for visual and auditory discrimination one may find useful exercises of identification of same letters in a row, finding the odd one, picking out word pairs (yes-yes, tit-tit), circling the odd word pair in a group. To train word identification and word recognition tasks like complete the letters or words with the help of pictures in a sentence may be appropriate [22; 5-6].teaching reading the following approaches should not be neglected:
. Focus on one skill at a time. Explain the purpose of working on this skill, and convince the students of its importance in reading effectively.3. Work on an example of using the skill with the whole class. Explain your thinking aloud as you do the exercise.4. Assign students to work in pairs on an exercise where they practice using the same skill. Require them to explain their thinking to each other as they work.5. Discuss students answers with the whole class. Ask them to explain how they got their answers. Encourage polite disagreement, and require explanations of any differences in their answers.6. In the same class, and also in the next few classes, assign individuals to work on more exercises that focus on the same skill with increasing complexity. Instruct students to work in pairs whenever feasible.7. Ask individual students to complete an exercise using the skill to check their own ability an