Encourage the development of reading strategies. Principle of Teaching Reading Plan on prereading. Build as assessment aspect into your techniques. don't overlook a specific focus on reading skills. during-reading and after reading phases Include bottomup and top-down techniques Use technique that are intrinsically motivating. Balance authenticity and readability in choosing text. In an integrated course. . Follow the SQ3R sequence.

 Give time for students to do silent reading that can develop a sense of fluency.IN AN INTEGRATED COURSE. . Silent reading also becomes an excellent method for self-instruction on the part of learner. DON'T OVERLOOK A SPECIFIC FOCUS ON READING SKILLS.

 Just focus on the goals. choose material that is relevant with the goals also the interest of students.USE TECHNIQUE THAT ARE INTRINSICALLY MOTIVATING. it is the famous one to motivating approach for reading instruction. LEA referred to where students create their own material for reading. You also can use LEA (Language Experience Approach). .

 Readability--> a text with lexical and structural difficulty that will challenge students without overwhelming them.BALANCE AUTHENTICITY AND READABILITY IN CHOOSING TEXT. and appropriate for their goals in learning English. challenging.  Exploitability--> a text that facilitates the achievement of certain language and content goals. Christine Nuttall (1996) offered three criteria for choosing reading texts:  Suitability of content--> students will find interesting. enjoyable. .

 To what extent are you getting your students to use all these strategies? .ENCOURAGE THE DEVELOPMENT OF READING STRATEGIES.

. geared appropriately for each level.INCLUDE BOTTOM-UP AND TOP-DOWN TECHNIQUES  Make sure you give enough classroom time to focusing on the building blocks of written language.

FOLLOW THE SQ3R SEQUENCE.  SQ3R following five steps: Survey: Skim the text to overview of the main ideas  Question: Reader ask her/ his wishes to get out of the text  Read: Read the text while looking for answers  Recite: Write the point of the passage  Review: Assess the importance of what one has just read and incorporate it into long-term associations  .

predicting the main idea.  After you read: Comprehension questions are just one form of activity appropriate for postreading.PLAN ON PRE-READING. encourage your students to skimming and scanning.  . DURING-READING AND AFTER READING PHASES Before you read: Introduce the topic.  While you read: Giving students a sense of purpose for reading rather than just reading because your ordered it.

BUILD AS ASSESSMENT ASPECT INTO YOUR TECHNIQUES.  It is important for reading to be able to accurately assess students' comprehension and development of skills. Consider some of the following overt responses that indicate comprehension:          Doing: reader respond physically command Choosing: reader select alternative posed orally or in writing Transferring: reader summarize what they have read Answering: answer the questions Considering: reader make a note or outline Extending: reader provide the end of story Duplicating: reader translate the passage into her/ his native language Modeling: for example --> reader puts together a toy after reading directions for assembly Conversing: reader engage a conversation that indicate the information .

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