Developing reading skills

. Focus on one skill at a time. Explain the purpose of working on this skill, and convince the students

Developing reading skills

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ences with correct intonation. Later the sentence is split up into words. It facilitates speaking and is natural as well as psychological. It develops the eye span and helps in self learning. It makes use of visual aids. However, readers find it difficult to read a sentence without the knowledge of words and letters. Thus, it is rather a time consuming method [22; 7].


2.1.6 The Story Method. The Peculiarities of Reading Comprehension

story method is an advanced method over the sentence method. It creates interest among the children. It gives the complete unit of thought. The teacher tells the story in four or five sentences illustrated through pictures. The children first memorize the story and then read it. The limitations of this method consist in failing to develop the habit of reading accurately and putting a heavy load on the memory of the student [22; 8]. Special attention is given to intonation since it is of great importance to the actual division of sentences, to stressing the logical predicate in them. (Marking the text occasionally may be helpful. [17; 184].should not forget to perform before-reading-practices:

·Teach the pronunciation of difficult to read words [3; 3].students can read the words in a passage accurately and fluently, their reading comprehension will be enhanced [3; 5]. Word recognition and decoding skills are necessary, though not sufficient for reading comprehension. According to the National Reading Panel, systematic and explicit decoding instruction improves students word recognition, spelling, and reading comprehension. Fluent reading in the primary grades is related to reading comprehension [3; 6].of words for decoding instruction:

. Use the list of difficult to read words provided in your program.

. If list of words is not provided or inadequate for your students, preview the passage selecting the difficult to read words.

. Divide the difficult to pronounce words into two categories for instructional purposes:

üTell Words (irregular words, words containing untaught elements, and foreign words)

üStrategy Words (words that can be decoded when minimal assistance is provided) [3; 9] (See Addendum 3).

·Teach the meaning of critical, unknown vocabulary related to reading comprehension. If students understand the meaning of critical vocabulary in the passage, their comprehension will be enhanced [3; 13-14]. Gap in word knowledge persists though the elementary years. Moreover, the vocabulary gap between struggling readers and proficient readers grows each year [3; 17].and Hutchins identify seven reading comprehension strategies:

. activating or building background knowledge;

. using sensory images;

. questioning 4. making predictions and inferences;

. determining main ideas 6. using fix-up options;

. synthesizing [14; 11].in chorus, reading in groups in imitation of the teacher which is practiced in schools forms. The result is that pupils can sound the text but they cannot read. The teacher should observe the rule "Never read words, phrases, sentences by yourself. Give your pupils a chance to read them." For instance, in presenting the words and among them those which are read according to the rule the teacher should make once students read these words first. This rule is often violated in school. It is the teacher who first reads a word, a column of words, a sentence, a text and students just repeat after the teacher [17; 182].

2.1.7 Approaches to Correcting Mistakes


In teaching students to read the teacher must do once best to prevent mistakes. Teachers may however, be certain that in spite of much work done by them, students will make mistakes in reading. The question is who corrects their mistakes, how they should be corrected, when they must be corrected.opinion is that the student who has made a mistake must try to correct it himself/herself. If s/he cannot do it, his/her classmates correct his/her mistake. If they cannot do so the teacher corrects the mistake. The following techniques may be suggested:

. The teacher writes a word (e. g., black) on the black board. S/He underlines ck in it and asks the pupil to say what sound these two letters convey. If the student cannot answer the question, the teacher asks some of his/her classmates. They help the student to correct his/her mistake and s/he reads the word.

. One of the students asks: What is the English for „чорний"? If the student repeats the mistake, the "corrector" pronounces the word properly and explains the rule the student has forgotten. The student now reads the word correctly.

. The teacher or one of the students says: Find the word „чорний" and read it. The student finds the word and reads it either without any mistake if his/her first mistake was due to his/her carelessness, or s/he repeats the mistake. The teacher then tells him/her to recollect the rule and read the word correctly.

. The teacher corrects the mistake himself/herself. The student reads the word correctly. The teacher asks the student to explain to the class how to read ck. The teacher tells the student to write the word black and underline ck. Then s/he says how the word is read.are some other ways of correcting students' mistakes. The teacher should use them reasonably and choose the one most suitable for the case.question arises: whether teachers should correct a mistake in the process of reading a passage or after finishing it. Both ways are possible. The mistake should be corrected at once while the student reads the text if s/he has made it in a word which will occur two or more times in the text. If the word does not appear again, it is better to let the student read the paragraph to the end. Then the mistake is corrected. A teacher should always be on the alert for the students' mistakes, allow their reading and mark their mistakes in pencil [17; 185-186].



In the present course paper there has been made an attempt to analyze peculiarities of teaching reading methods in the light of foreign language acquisition and English teaching methodology.the basis of the material collected the following conclusions may be inferred:

vReading is one of the key language skills that students should acquire in the process of learning a foreign language. Moreover, it is not only the goal of education but also a means of learning a foreign language as while reading students review sounds and letters, vocabulary and grammar, memorize the spelling of words, the meaning of words and word combinations i. e. they polish their foreign language knowledge.

vReading skills are the cognitive processes that a reader uses in making sense of a text. To become a proficient reader language learners should master automatic letter and word recognition and the ability to use context as an aid to comprehension.

vTo make teaching reading effective it is advisable to focus on one skill at a time, explain the purpose of given tasks, establish connection with the previously acquired knowledge and skills, make usage of visual and audio aids, discuss problematic issues etc. Teachers should also keep in mind that reading is not a passive skill, make students engaged with what they are reading, encouraged them to respond to the content of a reading text not just to the language, to make sure that tasks correspond to the topic and level of the students etc.

vAll in all, there are six important methods of teaching reading and they are as follows:

v1. the alphabetic method / ABC method / spelling method,

v2. the phonic method,

v3. the word method,

v4. the phrase method,

v5. the sentence method, 6 the story method.

oThe pros of alphabetic method are that it gives the students sufficient opportunity to see words and helps them to build up the essential visual image. However, as it is a dull and monotonous process it appears to be a difficult and lengthy method that does not expand the eye-span.

oThe phonic method is based on teaching the sounds that match letters and groups of letters of the English alphabet. It is linked with speech training and helps to avoid spelling defects. Nevertheless, the drawback of the method lies in the facts that meaning is not given priority in this method, additionally, it may delay the development of reading words as a whole.

oThe word method, otherwise known as Look and say" method, teaches to read words as whole units, rather than breaking the word down into individual letters or groups of letters. It is an easy and natural direct method that facilitates oral work but at the same time it encourages the learner the habit of reading one word at a time.

oThe phrase method lies midway between the word method and the sentence method. It helps in extending the eye span. This method has the same limitations as the word method has. It places emphasis on meaning rather than reading.

oThe sentence method or look and say method in other words is often used in situational teaching. It perceives the whole sentence as the minimum meaningful unit. The procedure goes as follows: sentence - > phrase-> words-> letters. Readers find it difficult to read a sentence without the knowledge of words and letters. Thus, it is rather a time consuming method.

oThe story method is the most advanced one. The teacher tells the story in four or five sentences illustrated through pictures. The children first memorize the story and then read it. Before-teaching-practices should not be neglected with this method.

vScholars recognize six word recognition strategies, namely, contex

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