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An Effective Way to Teaching Reading at Junior High School

An Effective Way to Teaching Reading at Junior High School

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Published by ersonefendi

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Published by: ersonefendi on Jan 16, 2010
Copyright:Attribution Non-commercial


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 NAME: Erson Efendi NPM : A1B007019
Reading is the fundamental skill upon which all formal educationdepends. Research now shows that a child who doesn’t learn the reading basicsearly is unlikely to learn them at all. Any child who doesn’t learn to read earlyand well will not easily master other skills and knowledge, and is unlikely to ever flourish in school or in life.Low reading achievement, more than any other factor, is the root cause of chronically low-performing schools, which harm students and contribute to theloss of public confidence in our school system. When many children don’t learnto read, the public schools cannot and will not be regarded as successful—andefforts to dismantle them will proceed.Like many other fields of knowledge, reading has undergone a tremendouschange during the last three decades. This change is the fruit of innovativetheories of reading, which have come as a reaction against the views that claimedthat reading is a passive skill wherein readers do no more than assigning soundsto letters and reinforcing grammatical structures. The innovative theories say thatreading is an interactive process of communication between the writersrepresented by the text and the reader with his prior knowledge. In fact, the writer encodes his message in the text; the reader decodes this same text to get that.Our role, as teachers, is to provide the learners with the strategies that wouldallow them to become efficient readers, to use Goodman's words, “readers whorely on strategies that yield the most reliable predictions with minimum use of theavailable information". It is worth mentioning that the innovative models of reading aim at making reading in the classroom similar to reading in real life.When reading in the native language or in a second or foreign language in real
life, we have a certain reason why we do so. We read things that interest us, notfor practicing a given structural item. Our aims in reading usually go beyond mereunderstanding. We may wish to understand something in order to learn from it(studying), find out how to act (instructions, directions), or for many other  purposes.
The purposes of this article
The purposes of this article were to provide the teacher about the aspects of reading skill and strategies should be noticed by them before they are beingteaching reading skills to their students in the classroom.
Elements of Comprehension
Reading means reading and understanding. The purpose of reading is toconnect the ideas on the page to what you already know. If you don't knowanything about a subject, then pouring words of text into your mind is like pouring water into your hand. You don't retain much.Elements of understanding:
Analysis: the result of this process is the perception of the meaning of asentence.
Inference-making: it is the process of making best guess about what thespeaker meant, apart from what he said explicitly.
Event-connection: we attempt to find out if the new input we have receivedfits with any beliefs, contradictory facts, or other information that will help toexplain or connect together the new event of which we have just beeninformed.
Prediction and generation: to postulate a set of possible plan.
Goal tracking: to try to figure out, why someone wants to do something.
Thematic relationships: to know about the text topic before hand.
Beliefs: these beliefs are very much a part of how we understand and thus of how we read.
Accessing and utilizing raw facts: simple facts about the world, without that itwould be hard to understand a text or story.
Reading Skills
A teacher should select activities suitable for promoting reading as a skill inits own right, and which involve various different sub- skills. We need to isolatethem and understand each one. The following are some of the main reading skillsrequired by the pupil:
Word recognition
Prediction and generation
Factors Hindering Reading Comprehension
Reading comprehension fails for a number of reasons. Students should attempt toidentify the causes of lack of comprehension and then identify appropriate readingstrategies to compensate for the deficits. The following are the main factors thatreduce the reading rate:
Limited perceptual span
Slow perceptual reaction time
Faulty eye movement
Regression ( habitual / habits of concentration )
Faulty attention andconcentration habits
Suppressing reading rate
Lack of practice
Lack of interest

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