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Allama Iqbal OpenUniversity,Islamabad.

“ Department Of Education”.
“B.Ed -(Sem-3rd )”
Attumn - 2022

ASSIGNMENT.NO:01 st

SUBMITTED BY;

Muhammad Abrar

______________________________________________________

Subject:
English-II (6469)

Last date ;20/02/2023

QUESTION.NO.01
Give a detailed note on role of teacher in helping students for reading comprehension?
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ANSWER:
● ROLE OF TEACHER IN HELPING STUDENTS FOR READING COMPREHENSION

1. Monitoring comprehension
Students who are good at monitoring their comprehension know when they understand
what they read and when they do not. They have strategies to "fix" problems in their
understanding as the problems arise. Research shows that instruction, even in the early grades,
can help students become better at monitoring their comprehension.

Comprehension monitoring instruction teaches students to:

● Be aware of what they do understand

● Identify what they do not understand

● Use appropriate strategies to resolve problems in comprehension

2. Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive
strategies to think about and have control over their reading. Before reading, they might clarify
their purpose for reading and preview the text. During reading, they might monitor their
understanding, adjusting their reading speed to fit the difficulty of the text and "fixing" any
comprehension problems they have. After reading, they check their understanding of what they
read.

Students may use several comprehension monitoring strategies:

● Identify where the difficulty occurs

"I don't understand the second paragraph on page 76."

● Identify what the difficulty is

"I don't get what the author means when she says, 'Arriving in America was a milestone in my
grandmother's life.'"

● Restate the difficult sentence or passage in their own words

"Oh, so the author means that coming to America was a very important event in her
grandmother's life."

● Look back through the text

"The author talked about Mr. McBride in Chapter 2, but I don't remember much about him.
Maybe if I reread that chapter, I can figure out why he's acting this way now."

● Look forward in the text for information that might help them to resolve the difficulty
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"The text says, 'The groundwater may form a stream or pond or create a wetland. People can
also bring groundwater to the surface.' Hmm, I don't understand how people can do that… Oh,
the next section is called 'Wells.' I'll read this section to see if it tells how they do it."

3. Graphic and semantic organizers

Graphic organizers illustrate concepts and relationships between concepts in a text or
using diagrams. Graphic organizers are known by different names, such as maps, webs, graphs,
charts, frames, or clusters.

Regardless of the label, graphic organizers can help readers focus on concepts and how they are
related to other concepts. Graphic organizers help students read and understand textbooks and
picture books.

Graphic organizers can:

● Help students focus on text structure differences between fiction and nonfiction as they read
● Provide students with tools they can use to examine and show relationships in a text
● Help students write well-organized summaries of a text
Here are some examples of graphic organizers:
● Venn-Diagrams (29K PDF)*
Used to compare or contrast information from two sources. For example, comparing two Dr.
Seuss books.

● Storyboard/Chain of Events (29K PDF)*

Used to order or sequence events within a text. For example, listing the steps for brushing your
teeth.

● Story Map (19K PDF)*

Used to chart the story structure. These can be organized into fiction and nonfiction text
structures. For example, defining characters, setting, events, problem, resolution in a fiction
story; however in a nonfiction story, main idea and details would be identified.

● Cause/Effect (13K PDF)*
Used to illustrate the cause and effects told within a text. For example, staying in the sun too
long may lead to a painful .

Questions can be effective because they:

● Give students a purpose for reading

● Focus students' attention on what they are to learn
● Help students to think actively as they read
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● Encourage students to monitor their comprehension

● Help students to review content and relate what they have learned to what they already know
The Question-Answer Relationship strategy (QAR) encourages students to learn how to answer
questions better. Students are asked to indicate whether the information they used to answer
questions about the text was textually explicit information (information that was directly stated
in the text), textually implicit information (information that was implied in the text), or
information entirely from the student's own background knowledge.

There are four different types of questions:

● "Right There"

Questions found right in the text that ask students to find the one right answer located in one
place as a word or a sentence in the passage.

Example:

Who is Frog's friend? Answer: Toad

● "Think and Search"

Questions based on the recall of facts that can be found directly in the text. Answers are
typically found in more than one place, thus requiring students to "think" and "search" through
the passage to find the answer.

Example:

Why was Frog sad? Answer: His friend was leaving.

● "Author and You"

Questions require students to use what they already know, with what they have learned from
reading the text. Students must understand the text and relate it to their prior knowledge
before answering the question.

Example: How do think Frog felt when he found Toad? Answer: I think that Frog felt happy
because he had not seen Toad in a long time. I feel happy when I get to see my friend who lives
far away.

● "On Your Own"

Questions are answered based on a student's prior knowledge and experiences. Reading the
text may not be helpful to them when answering this type of question.

Example:
How would you feel if your best friend moved away? Answer: I would feel very sad if my best
friend moved away because I would miss her.
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5. Generating questions
By generating questions, students become aware of whether they can answer the
questions and if they understand what they are reading. Students learn to ask themselves
questions that require them to combine information from different segments of text. For
example, students can be taught to ask main idea questions that relate to important
information in a text.

6. Recognizing story structure

In story structure instruction, students learn to identify the categories of content
(characters, setting, events, problem, resolution). Often, students learn to recognize story
structure through the use of story maps. Instruction in story structure improves students'
comprehension.

7. Summarizing
Summarizing requires students to determine what is important in what they are reading and to
put it into their own words. Instruction in summarizing helps students:
● Identify or generate main ideas

● Connect the main or central ideas

● Eliminate unnecessary information
● Remember what they read
*********************************************************************************************************************

QUESTION.NO.02
Write a detailed essay on Balanced Reading Program.
ANSWER:

● What is the Balanced Reading program?

Balanced literacy is about balancing explicit language instruction with independent
learning and language exploration. It aims to strike a balance between both whole language and
phonics when learning to read. The strongest elements of each are incorporated into a literacy
program that aims to guide students toward proficient and lifelong reading. A typical balanced
literacy framework consists of five components including read aloud, guided reading, shared
reading, independent reading, and word study.
⮚ Role of the teacher
Skillful teachers use their knowledge of literacy development and processes to decide
where to go next. They understand when to intervene and when not to; when to draw children’s
attention to specific features of the text; and how to model and explain strategies in ways that
children can make their own connections.
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Thus, the teacher’s role in the Balanced Literacy Approach is to scaffold literacy learning,
that is, to actively enhance students’ understanding while they read.
⮚ Applying the Approach:
Claire is an English teacher. She believes that a combination and balance of both, whole
language and phonics, is the best way to teach reading to her students. She plans her balanced
literacy framework by mapping out a whole language classroom where students are taught the
meaning of words and texts. Thus, instead of spending time only focusing on sounding words out
and other phonics-related lessons, children in her whole language classroom are surrounded by
many different types of written language that they can explore. They are able to choose the
books and texts that they want to read. For example, during a typical balanced literacy session,
she reads aloud to the class. She offers an explicit phonics lesson, like different words that
include the blend ‘ch’ in them. Then, she gives her students plenty of time to read on their own
or in small groups, allowing them to discover language and reading on their own as well.
When teaching students to read, there are a variety of factors that contribute to reading
proficiency. Of these factors are teacher-led instruction and independent exploration and
practice. Though both items are important to achieve literacy success, heavily relying on one
versus the other may not be the best option. When these factors are properly balanced, literacy
instruction has the power to transform and enhance student outcomes.

❖ What is Balanced Reading program?

Balanced literacy refers to an instructional approach that involves a balance between teacher-led
reading and writing instruction and independent learning. Typically, a balanced literacy
framework consists of opportunities to:

● Read aloud
● Engage in guided reading
● Participate in shared reading
● Experience independent reading
● Gain exposure to authentic text

● What Strategies Are Included in a Balanced Reading program ?

Many balanced literacy models are composed of three major components:

● Reading Workshop,

● Writing Workshop, and

● Word Work.
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1. Reading Workshop includes opportunities for Shared Reading, Guided Reading, and

Independent Reading.

During Reading Workshop, teachers provide opportunities for whole group and small group
instruction and independent practice to help readers develop proficiency.

● Shared Reading: 

This interactive experience typically involves a student joining in on reading a book with
the guidance of their teacher. During this process, students are able to learn the relationship
between written and spoken language.

● Guided Reading

 Guided reading refers to a small-group practice in which students read texts at their
reading level. This practice provides one way for teachers to support each reader’s development
as they process texts that appropriately challenge them.

● Independent Reading:

 Independent reading provides students the opportunity to apply reading strategies and
skills in a text while developing their own personal interests.

2. Writing Workshop includes opportunities for Shared Writing, Guided Writing, and

Independent Writing.

During Writing Workshop, teachers provide instruction on the various forms of writing, and
students learn the basics of Process Writing.

● Process Writing:

 Writing Workshop begins with teacher-directed lessons followed by time for students to
write. Teachers confer with students and guide their writing development.

● Shared & Independent Writing:

Writing workshops offer opportunities for students to both collaborate with their teacher to
write a piece and independently write their own piece. When engaging in shared writing with a
teacher, the teacher acts as a scribe to support students as they come up with the meaning of the
text. Due to the fact that the teacher is doing the writing, the text tends to be more complex than
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what a student would be able to accomplish on their own. Independent writing, though, is
extremely important, as it demonstrates their understanding of lessons.

3. Word Work with the goal of guiding students to become more fluent readers and
writers.

● Phonemic Awareness and Phonics:

Phonemic awareness and phonics help the youngest students learn letter-sound
relationships. As they do so, they become better equipped to read new words that they may be
unfamiliar with.

● High-Frequency Words and Vocabulary:

Students build on a foundation of word knowledge by emphasizing word structure and

vocabulary, and extend their vocabulary in order to apply it in the context of reading.

● What are the Benefits of Balanced Literacy?

Balanced literacy instruction involves a combination of instruction with independent
practice to truly reinforce what was learned in the classroom. When paired together, students are
able to form their own connections between what they have learned and what they have read. In
doing so, students form a deeper understanding of the text and their own internal motivation to
read, helping them develop their own interests and elevating their reading levels.

● What Tools Do I Need to Adopt a balanced Reading program?

Building proficient readers involves detailed reporting, teacher-led instruction,
strategic assessment, and independent student practice. As a teacher, it can be quite difficult to
have the time to create lesson plans, select developmentally appropriate resources, and
purposeful small group or independent practice activities, but you are not alone! At Learning A-
Z, we understand that you need tools that work as hard as you do. That’s why we offer a flexible
suite of solutions that help teachers meet the needs of their students. Offering detailed reporting
on an individual student or whole-class basis, student assessments, standards-aligned lesson
plans, and a plethora of books and reading resources.

_____________________________________________________________________________

QUESTION.NO.03
Explain the role of student’s background knowledge in English reading comprehension.
ANSWER:
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● Why is background knowledge so important?

It makes good sense that to comprehend a story or text, readers will need a threshold of
knowledge about the topic. Sometimes we call it domain-specific knowledge or topical
knowledge. Without such knowledge, it becomes difficult to construct a meaningful mental
model of what the text is about. Consider the following examples.

⮚ Background knowledge enables readers to choose between multiple

meanings of words
For example, think about the word operation. If you were to read the word in a sports article
about the Yankees, you might think about Derek Jeter recovering from his latest baseball injury.
If you read the word in a math text, on the other hand, you'd think about a mathematical process
like multiplication or division. Words have multiple purposes and meanings, and their meanings
in particular instances are cued by the reader's domain knowledge.

⮚ Reading and listening require readers to make inferences from text that
rely on background knowledge
Even the most immediate oral language exchanges, like “What do you say?” to a young
child who just received some Halloween candy, require some level of inferencing. From infancy
on, oral language comprehension requires children to actively construct meaning by supplying
missing knowledge and making inferences. This, of course, becomes even more complicated
when we turn to written texts, since it may require students to make inferences based on limited
information in the text itself. In fact, many of our greatest writers engage readers through their
writing to think beyond the text.

Understanding text depends on readers supplying enough of the unstated premises to

make coherent sense of what is being read. But to do this well, readers need to have a foundation
of knowledge about the topic. Otherwise, as studies have shown, they can get caught on the
“seductive details” (Garner, Gillingham, & White, 1989) of a text—highly interesting and
entertaining information that is only tangentially related to the topic—which can distract the
reader and disrupt the comprehension of text. Background knowledge, in contrast, acts as a road
map for students, allowing them to stay on target despite the interesting details. This suggests
that once print has been decoded into words, reading comprehension and listening
comprehension requires the active construction of inferences that rely on background knowledge
and are implicit in the text.

⮚ Literacy language requires background knowledge

Second-language learners know for certain that many metaphors, idioms, and other literary
devices are based on background knowledge. For example, if we say that you “really hit the ball
out of the park” after you gave a presentation to your colleagues, you would quickly understand
the compliment. We know that it can't be taken literally because we know what the saying refers
to. Writings are heavily dependent on metaphors and idioms. Studies (e.g., Ortony, Schallert,
Reynolds, & Antos, 1978) have shown that idioms are often processed just as rapidly as literal
meanings, indicating that we are constantly activating background knowledge in comprehension.
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⮚ Informational text requires background knowledge

Informational text tends to have a greater density of vocabulary and concepts that are
directly related to students' background knowledge (Price, Bradley, & Smith, 2012). And these
demands placed on background knowledge only accelerate as students progress through the
grade levels. Students will be required to apply previously learned concepts to increasingly
complex text. They must read, discuss, and write about topics that are conceptually more
difficult, and they will need to increasingly draw on intertextual linkages across subject areas.
They'll be required to provide evidence from text, show deep and thorough understanding of
these concepts, and think creatively about applying these concepts in new ways.

Consequently, in much of the literature in reading, we have focused on skills associated

with comprehension: decoding, vocabulary development, strategy instruction, and
metacognition, among many others. But what we can see from this brief summary is that we
have given very little instructional time to a skill that can play an enormous role in
comprehending text. We would venture to guess that students' understanding of text is unlikely
to improve unless we begin to more deliberately teach background knowledge.

● How to build background knowledge

The question then becomes, how do we build children's background knowledge? Core
reading materials often encourage us to activate, support, build on, and tie to children's existing
knowledge base. But what do we do when there is no existing knowledge base? Or when there is
little to build on? If you asked us, for example, to read an elementary physics text building on
our previous knowledge base of physics, you would likely see blank stares, akin to a deer in
headlights.

This issue becomes even more complicated in the age of Common Core State Standards
(CCSS). The CCSS place a premium on the amount of background knowledge we provide to
children prior to reading a text. It's not that the standards negate background knowledge or its
contribution to comprehension; rather, the authors of the publishers' guidance to the CCSS
emphasize close reading, developing knowledge through text, regarding the deliberate and
careful analysis of text as the gateway for developing independent readers (National Governors
Association Center for Best Practices & Council of Chief State School Officers,2010).

Although at times, this clash of perspectives might seem like a catch-22, the problem is
solvable. Teachers can effectively build children's background knowledge early on (Neuman &
Wright, 2013). However, at the same time, we must recognize that knowledge is not just
accumulating facts; rather, children need to develop knowledge networks, comprised of clusters
of concepts that are coherent, generative, and supportive of future learning in a domain. Here's
how we do it:

● Begin by teaching words in categories. 

For example, you can try something as simple as this: “I'm going to say the following
words:strawberries, bananas, papayas, pineapples. They all are a type of… (fruit).” Categories
of objects begin to develop concepts, and the use of generic nouns (fruit) has been shown to be
highly related to language and vocabulary development.
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● Use contrasts and comparisons.

 For example, you can give children puzzlers like, “Is an artichoke a type of fruit? Why is it
or is it not a kind of fruit?” Puzzlers help children think outside the immediate context and
consider the reasoning behind these contrasts and comparisons, which can further their
understanding of categories and concepts.
● Use analogies. 
An analogy is another type of comparison, but this time the comparison is made
between two things that are usually thought to be different from each other. Analogies help
children build knowledge because they compare something new to something we already
know. For example, try something like, “bird is to feather as dog is to… (fur).” Children can use
similes (comparisons using the words like or as) or metaphors (comparisons without
using like or as) to build new knowledge.
● Encourage topic-focused wide reading. 
Reading builds knowledge, but wide reading has typically been interpreted as reading
about a lot of different topics, demonstrating breadth rather than depth in reading. Try this
variation: Encourage children to identify an interest and read as many books as they can on one
topic. What you find is that children will develop a deeper knowledge and expertise on a topic.
These interests will drive children to read more.
● Embrace multimedia. 
We often think that direct experiences are the most compelling ways to build knowledge.
As many teachers can attest, there is nothing more thrilling than watching children engage in
learning through direct experiences or seeing their delight and excitement on field trips and
other activities. Although it is certainly not a replacement for real-life experiences, multimedia
can often provide a wealth of information that we could only wish to experience firsthand.
Further, it can introduce children to important words and concepts in a highly motivating way
and build a shared knowledge base among all of your students.

● Conclusion
The importance of background knowledge is especially salient in the age of Common
Core. To meet the demands of these new standards, children will be expected to develop
knowledge through text, both narrative and informational, within specified difficulty ranges at
each grade level. Informational text, in particular, is likely to have a greater density of conceptual
language and academic terms than typical storybooks or narrative texts. Consequently, these
texts will place increasing demands on children's prior knowledge, further attenuating other risk
factors.

Without greater efforts to enhance background knowledge, differences in children's

knowledge base may further exacerbate the differences in children's vocabulary and
comprehension. The imperative to foster children's background knowledge as a means for
providing a firm foundation for learning, therefore, is greater than ever.
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_____________________________________________________________________________
QUESTION.NO.04
Give detailed account of “Types of Vocabulary”.
ANSWER:

● Introduction to Vocabulary
Vocabulary forms an integral part of the process of reading and readers’ comprehension.
It refers to the words needed for communicating effectively. It implies receptive vocabulary and
expressive vocabulary. Receptive vocabulary refers to the words that we hear and read while
expressive vocabulary implies the words that we speak and write. It is rightly said that without
vocabulary, it is not possible to convey anything. A broader idea of vocabulary is discussed
below.

❖ Vocabulary Definition
Vocabulary is denoted as “the group and collection of words that are known and used by a
particular person”. It can also be defined as “a list or collection of words or phrases that are
normally alphabetically arranged and defined or explained”.
Vocabulary is also commonly called wordstock, lexis, and lexicon.

❖ Importance of Vocabulary
Vocabulary is an essential part of anyone’s life and the following points describe the
importance of vocabulary.
1. Vocabulary is critical for communication and expression
2. Vocabulary forms the basis of reading comprehension
3. Linguistic vocabulary and thinking vocabulary work parallel
4. Vocabulary also forms a basis for judgment many times
5. For conveying anything, vocabulary is important

● What is Vocabulary in English?

The answer to 'what is vocabulary in English?' is all the words that form a language to be
understood by a specific person or maybe a group of people. Vocabulary in English can be
categorized into two types, namely- active and passive. The words that we use and understand in
day-to-day language are termed as active vocabulary while the ones which we know but use
rarely are said to be passive vocabulary.

❖ Three Tiers of Vocabulary

Vocabulary is described with the following three tiers:
1. Basic Vocabulary
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The basic words form the first tier of vocabulary. These words normally have a single
meaning and do not require instruction. Early reading words, sight words, adjectives,
verbs, nouns, etc are portrayed in this tier. 8000-word families in English comprise this
tier.

0. High-frequency Vocabulary
Also called the multiple meaning vocabulary tier, this tier comprises words used in a
variety of domains, adult communication, literature, etc. It influences reading and
speaking. 7000-word families comprise this tier. The characteristics for tier two words
are as follows:
● It has multiple meanings
● Vital for reading comprehension
● Typical mature language
● Descriptive vocabulary
● A diverse environment use these words
● Used for direct instruction

0. Low-frequency Vocabulary
The words that are used only when specifically required or in a particular domain like
weather, technology, geographical region, occupation, hobbies, school, etc. comprise this
tier. About four lakh words in vocabulary in English comprise this tier.

● Types of Vocabulary
The types of vocabulary can be categorized based on spoken and written vocabulary.
Children start vocabulary-building through listening and speaking even before writing and
reading. Every type of vocabulary has a different aim and purpose. However, the development of
one type of vocabulary facilitates another.
The types of vocabulary are discussed below briefly.
1. Listening Vocabulary
Listening vocabulary comprises words that we understand through hearing. A fetus may
start recognizing some words when in the womb. Learning new words is a continuous
process, and by the time you reach adulthood, almost fifty thousand words are understood
and recognized by you. Deaf people can be exposed to visual listening vocabulary for
learning.

0. Speaking Vocabulary
Speaking vocabulary consists of words that we actually speak. It has a horizon of around
5000 to 10000 words. These are used for giving instructions and conversations. The
number of words in this category are comparatively lesser than the listening vocabulary.
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0. Reading Vocabulary
The major ingredient of vocabulary building is reading. Reading grows and develops
your vocabulary. The words we get to learn while reading a text are termed as reading
vocabulary. It may happen that we understand words through reading vocabulary even if
we don’t use it in speaking vocabulary.

0. Writing Vocabulary
Words we recoup while expressing ourselves through writing are termed as writing
vocabulary. Writing vocabulary is normally influenced by the words we are able to spell.
We find it easy to express verbally, through facial expression, or intonation, but writing
vocabulary depends upon our expertise in vocabulary.

0. Final Vocabulary
Richard Rorty discovered this term ‘Final Vocabulary’. It is a collection, set, or group of
words that every person applies to justify their actions, beliefs, and lives. Final
vocabulary comprises words a person avails to praise, contempt, express deep feelings,
hopes, doubts, etc.

● Ways to Improve Your Vocabulary 

Students can adopt several ways to improve their vocabulary. A few important ways to improve
vocabulary are given here:
Develop a Reading Habit: Students can improve their vocabulary if they develop a reading
habit. It is easy to improve vocabulary when they come across new words while reading a
novel or a newspaper article. They can add new and unfamiliar words to their list. 
● Dictionary and Thesaurus:
Students can use online dictionaries and thesauruses for improving vocabulary. They
can find synonyms to the words that are far better than the words used by them. Dictionaries
can help students to learn about root words, related words, and antonyms.
● Word Games:
Word games such as scrabble are useful for students to expand and enhance their
vocabulary. Students can note down the important words that they learn while playing the
game and can use them in their writing. 
● Flashcards:
Students can use flashcards to learn different words. There are many smartphone apps
that can help students to make flashcards and they can make a number of words everyday to
increase their vocabulary.
● Use new Words in Conversation:
Students must try to use new words in their conversation. They can use the words that
they learn from reading or while watching TV in their conversation to remember them.
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● Conclusion
People struggle with vocabulary due to lack of instruction, learning strategies, poor
memory skills, or learning disabilities. Response to Intervention program (RTl) assists in
vocabulary-building.

Learning and exploring new words and then applying them in different contexts improves
your communication skills. Always keep learning antonyms, synonyms, connotations, idioms,
phrases, and keep reading various books to develop your vocabulary.
------------------------------------------------------------------------------------------------------------
QUESTION.NO.05
Explain the advantages of newspaper in strengthening of reading comprehension.
ANSWER:

● Introduction to newspaper:

A newspaper is a printed paper filled with information covering the whole world’s
current affairs, and it’s been in practice for many years. It was published to keep citizens
updated about the political, cultural, showbiz, sports, weather, and other latest events and
news. In short, newspapers are posted daily to make people aware of what is happening
globally or in their country, city, and area. Moreover, newspapers are often country and city-
specific too. They played an essential role when people had no tools or other sources to get the
latest news, and even now, some people need their newspaper right on the breakfast table
daily.

News reading is like a habit for some, and most parents and teachers develop this
habit in their kids from an early age. Other than improving student’s reading skills, it works as a
source of knowledge for them too. Newspapers, whether online or in printed form, turn its
reader into an informed citizen. Reading a newspaper is like knowing what has happened in the
past 24 hours. And the advanced technology lets one see what just happened a few minutes
ago. You can either listen to the news or read them all anytime, anywhere. Everything has pros
and cons; the same is true with newspapers, whether online or offline.

● Benefits of reading newspapers for students

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There are many benefits of reading newspaper students, it is a healthy activity for everyone
as it enhances our knowledge, vocabulary, reading skills and a lot more. Newspaper is the most
important part of our lives as it provides information about what is happening around us and
around the globe. Everyone should start reading newspapers, especially students.

⮚ Strengthen vocabulary

Newspapers contain articles that include rich vocabulary. Students may get to learn new
words and develop a good vocabulary that will not only help them in their academics but also in
everyday lives.

⮚ Improve reading and writing skills

Reading newspaper is a healthy activity for students as it is the best source of providing
good reading ability which also helps students in becoming active learners. It not only helps in
improving reading skills but also helps the students in their writing skills as they come to learn
new vocabulary and different writing styles.

⮚ Increases general knowledge

With the help of newspapers, students can easily access all the knowledge around the world,
be it related to any new scientific discoveries or latest inventions. With all the information
provided, students can easily prepare for exams, contests, quiz shows or any competitions.

⮚ Useful ideas for school projects

Students get plenty of assignments or projects in schools and colleges. They need to search
for numerous ideas and creations, this is when a newspaper comes in handy. With the help of
reading newspaper and relevant articles, students can easily get information on multiple topics
and ace their projects.

⮚ It makes them a good speaker

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As students can get useful information about numerous topics, this can help them take part in
active debates, discussion and speeches. Reading newspaper will keep them up to date as to what
is happening around them, be it sports or politics or stock market. Students with rich knowledge
about different topics can easily speak with people without hesitation. This makes them
confident, and they can easily strike a conversation.

⮚ Makes learning fun

Newspapers can make learning fun. Students these days spend half of their time looking at
screens. It is all about social media, but newspaper can provide a break from tablets and
computers. Students can have a little fun by flipping pages, read editorials, do pop-quizzes,
spelling bee competition or a puzzle game.

⮚ Promotes social consciousness

Without newspapers, the young generation may never be exposed to the social issues
happening around the world, the issues that have been affecting communities or people across
the globe. Newspapers provide unbiased exposure to these issues which encourages students to
dive deep into such topics.

● Disadvantages of Newspaper for Students

● Sometimes the news published turns out fake, wrong, or misrepresents the information, and
reading such content confuses the students.

● Some news articles or columns lack quality and make them difficult to read.

● Once the news is published and out, if it turns out wrong or needs changing, it cannot be
updated or recalled. It is one of the significant drawbacks of printed newspapers compared to
news published on online platforms that can be edited or removed.
● Competitors get access to particular products or things via newspaper ads as it exposes their
strength to them.

● Over millions of papers are made and wasted on newspapers daily, ultimately showing the
wastage of paper and tree cutting.

● Just like other news mediums or platforms, heart-wrenching news does not come with a trigger
warning in newspapers. Such incidents make the reader feel unsafe or insecure.

● Nowadays, political parties have started publishing their newspapers, which only highlight their
good news and show the dark side of other parties. Such twisted facts divide the nations and
make the student question their political system.
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● Newspapers are a waste of money if one buys them only for the sake of knowing what
happened yesterday.

● Conclusion
Reading a newspaper comes with many advantages and disadvantages for readers of all
ages. It must have many benefits as many parents and educators encourage their kids to read a
part of the newspaper daily to enhance their reading, grammar, vocabulary skills and develop a
habit of staying connected to worldly affairs. Meanwhile, we cannot ignore its disadvantages.
Personal or sensitive news is often published without one’s consent, and nobody can claim,
cancel or remove it immediately because once something is published, it’s published. However,
shortlisting news content, articles, blogs, or columns for students according to their age and
mindsets comes with great responsibility, and it’s the job of parents and teachers to read the
content before letting their kids read. Because reading a newspaper daily and knowing what’s
going on makes the students think, and a misinformed or negative mindset cannot lead the world.

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