Principles of teaching reading

1. Make sure that teacher don’t overlook the

importance of specific instruction in reading skill

2. Use technique that are intrinsically motivating

3. Balance authenticity and readability in choosing
texts. 3 criteria in choosing reading texts:
a) suitability-suitable and appropriate for
students’
goals in learning english
b)exploitability-text that facilitates the
achievement
of certain language and content goals
c)readability-challenge students’ without
overwhelming them
4. Encourage the development of reading strategies

5. Include both bottom-up and top down techniques

6. Follow the “SQ3R” sequence
– Survey: skim the text for main ideas
– Question: reader asks questions about what he/she
wishes to get out of the text
– Read: read the text
– Recall: reprocess the reading through written or oral
language
– Review: assess the importance of what one has just read
and incorporate it into long-term associations
7. Subdivide techniques into pre-reading, during-
reading and after-reading phases:
Before reading
While reading
After reading

8. Build in some evaluative aspect to your techniques

Reading readiness
At this stage, the child who wants to read in English
language needs the following:
To develop his knowledge of the English
Motivation to learn to read in English
The ability to discriminate between shapes-can
recognize letters and words
Recognition the print has meaning just as talk has
meaning
STAGES IN READING LESSON
In order to provide some sort of structure to the
reading lesson, it is usually divided into three phases:
a)pre-reading
b)while-reading
c) post - reading
PRE-READING
• A this stage, teacher will gives to his students an
explanation and information about the topic of the
reading lesson.
The teacher uses various ways to give the information,
some of these ways are:
Asking the students about the reading passage, for
example: "How many paragraphs in the passage" or "what
do the pictures in the lesson contain?"

Writing the key words of the topic on the board and

explaining them to the students.
 Giving simple information about the reading topic,
same to the students' level.
For example, translate the idea of the topic by giving
them the idea in their language and culture.
IMPORTANCES OF PRE-READING
STAGES
to stimulate interest in the topic and to motivate
students by providing a reason for reading

to activate students’ prior knowledge of the topic

to provide language preparation for the text

WHILE-READING

In this stage, the reading process begins. This stage is

dividing into three smaller stages:
• The first reading procedure: This stage is also called
"reading for purpose". Therefore, reading here is for a
certain purpose, a certain goal must be achieved by
the students themselves, with the guide of the teacher.
For example, the teacher asks the students to write
down the words that begin with the letter "T" while
the teacher reads aloud. Another example is that the
teacher may ask the students to mark the difficult
words in the passage to explain them later on.
• The second reading procedure: In this stage, the
teacher and his students discuss the topic of the
passage. However, the teacher must prepare in
advance a number of questions about the passage and
write them down on the board. The students then
answer these questions with the supervision of the
teacher not with his help.
• The last reading procedure: This stage is the
interactive stage, where the students interactive with
the teacher and read the passage one by one or by
group to reach the goal of making the students
understand the passage and read it correctly.
IMPORTANCE OF WHILE-READING
STAGES
to clarify content and vocabulary of the text

to help students understand the writer's purpose

to help students understand the structure of the text

POST-READING
This stage contains answering the book's exercises
and questions that related to the reading passage.
 If the students answer these questions correctly with
a less interference by the teacher, the goals of the
lesson are achieved.
However, the teacher must finish ten minutes earlier,
giving him enough time to evaluate the students
understanding of the lesson.
 Therefore, the teacher can repeat the lesson to the
students who do not understand in a quick and
comprehensive way.
IMPORTANCE OF POST
READING
to consolidate and reflect upon what has been read
to relate the text to the students' own
knowledge/interests/views

to provide a stimulus for other language activities

STRATEGIES IN TEACHING
READING
By modeling the strategies aloud, talking through the
processes of previewing, predicting, skimming and
scanning, and paraphrasing. This shows students how
the strategies work and how much they can know
about a text before they begin to read word by word.

By allowing time in class for group and individual

previewing and predicting activities as preparation for
in-class or out-of-class reading. Allocating class time
to these activities indicates their importance and
value.
By using cloze (fill in the blank) exercises to review
vocabulary items. This helps students learn to guess
meaning from context.

By encouraging students to talk about what strategies

they think will help them approach a reading
assignment, and then talking after reading about
what strategies they actually used. This helps students
develop flexibility in their choice of strategies.
INTEGRATED ACTIVITIES
Musical Books.
Chairs are placed back-to-back in a straight line, and
the teacher places a book under each chair. Every
child then sits on a chair. The children march around
the chairs when the teacher starts the music. When
the music stops the children sit down and begin to
read the book under their chair. After a few minutes,
the teacher starts the music again. After the game, the
teacher puts the books in a special box marked
"Musical Books" so that the children may later read
the rest of the story.
Scavenger Hunt.
Have a "scavenger hunt" by dividing the class into
teams and giving each team a copy of the same book.
Have them find the page numbers of particular
objects, events, or people in the book. Give a reward
to the winning team.
Name That Book!
Explain to your students how important the cover
and title are to a story. Then read a book to your
students without telling them the title or showing
them the cover. After reading the book, give the
children a piece of paper to draw what they think the
cover and the title of this book should be. Finally,
display the storybook surrounded by the children's
covers.
Story Webs.
All you need for this game is a ball of string and a
story to share. Have your students sit in a circle on
the floor. One of the students gives the beginning
sentence of a familiar story. Then the student holds
onto the end of a ball of string and rolls the ball to
another student, who will give the next part of the
story in sentence form. This is repeated until the story
has been told. Soon you'll have a spider's web in your
students' circle. Any story can be used for variation, or
new stories can be created with each student adding a
new idea!
Two Characters Meet.
Pick a favorite character from each of two books and
write a new story or play in which they meet. Have
the members of your class act out the new story.
Reading Timeline.
Encouraging growth and a sense of accomplishment
with intermediate readers can be attained with a
personal reading timeline. Students are asked to
produce a timeline of their lives by naming their
favorite books through the years. Students can
include personal pictures, books, book covers,
illustrations, etc., to show the history of their reading
preferences. The displayed timelines make excellent
book advertisements, create impromptu book reports
and discussions with classmates, help students
understand timelines, and help each child to see how
their reading has matured throughout the years.
ASSESSING READING
ORAL LANGUAGE
RAPID NAMING
CONCEPTS ABOUT PRINT
ALPHABET KNOWLEDGE
DIBELS – Letter Naming Fluency
 Observation Survey – Letter Knowledge
 Fox in a Box – Alphabet Recognition and
Alphabet Writing
 PALS – recognition, sounds
 TERA
 TPRI
 WAIT II
PHONEMIC AWARENESS