AIMS OF TEACHING & READING

 Teaching reading involves teaching basic word,

phrase and sentence recognition, as well as the
ability to retrieve information contained in texts. But
there are some other aims that are often neglected.
Lets us look more closely at each one of these
additional aims:
 Objectives of the KBSR
 -3M (Reading, Writing, Counting)

 - Skills ~ speak, listen, read, write & basic numerical skills

(add, subtract, multiply, divide)
 Objectives of the KBSM

 -read & understand purpose and poetry for in formation

and enjoyment.
 -student to retrieve information contained in texts .
ADDITIONAL AIMS
 Help pupils to become independent readers.
 The benefits of being a frequent and enthusiastic reader
are well documented. The more you read and enjoy
reading, the better and more confident you become at
reading and the more you want to do it. Creating skilled,
confident readers who are eager to access the curriculum
is the fundamental way in which the Reading Connects
approach can help your school.
 Teach them how to use dictionary an index, a table of
contents and so on.
 For example :when the student doing homework or self
reading, they might use on of this items to improve
understanding.
DEVELOP RESPONSE TO TEXT
 Recognize that pupils are individuals that they must
learn to respond as individual to the text they read.
 Before students read a selection, the teacher uses the
text map to support an interactive introduction of the
text. After students have read the text, they revisit the
text map to modify and to elaborate on their initial
response. In this way, they further build their
understanding of the relationships between the
organizational features of the text and what they
learned.
HELP PUPILS READ WITH ADEQUATE
UNDERSTANDING
 Pupils does not have to understand everything in a text.
He needs to understand only what is important for his
purpose.
 The best methods of teaching comprehension strategies
are systematic and include direct explanation by the
teacher, modelling by the teacher, guided practice by the
teacher, application by the pupil with help of the teacher.
To teach children to point out hard to understand parts of
text and then to look for solutions while rereading sections
for clues. To answer questions that help pupils focus on
important points in a text. To make up questions.
 For example: after guiding them, give some question
regards on items which student feel difficult to understand

HELP PUPILS READ AT APPROPRIATE
SPEED
 Get texts that pupils can read comfortably, at the
speed the kind of text you have chosen is normally
read.
 Begin with simple text to avoid word stumbling over
every other word in the story or text.
 Practice, – you have to use your skills on a regular
basis. It took you several years to learn to read, and it
will take time to improve your reading skill.
HELP PEOPLE READ AT APPROPRIATE
SPEED

 Choose easy material to start – when you begin speed

reading, don't attempt it with a challenging textbook. Read
something like a novel or travel-writing, that you can
realistically comprehend with a quick once-over.
 Use a pointer or other device to help push your reading
speed – when you quickly draw a card down the page or
run your finger back and forth you force your eyes and
brain to keep pace.
 Take a step back and use the material's structure – this
includes skimming information to get a feel for the
organization and l looking for the ways in which the author
transitions from one topic to the next.
 HELP PUPILS READ SILENTLY
 It will make you read faster- When you read silently, you
reduce your reading speed and therefore cover more
learning ground
 It Will Improve your Understanding-As said above, when
you read out loud you are concentrating on your
pronunciation rather than reading the words in front of
you. You absorb much more information, and understand
more.
 It Will Help You With Your Pronunciation -When reading
English text silently, you can ‘hear’ the words as you read
them.
 Helps You To Filter Out The Information-When you read
aloud you have no option but to read every single word you
come across
 Helps Exam Skills-If you are taking a course with a final
exam, you won’t be allowed to read the questions or
problems out loud.

 Teaching reading means enabling a person to acquire

the skills, strategies and attitudes required to make
sense of text.
 BARRETT’ S TAXONOMY
 Literal recognition or recall
- Understanding of information that is explicitly stated in
the text. Such questions ensure that the views and
information overtly expressed in the text are understood.
- Recall of main ideas, details sequence, cause-effect
relationships, character traits.
example: -The student is requested to identify or locate or
to call up from memory statements about a character
which help to point up the type of person he was, when
such statements were made by the author of the selection
 Inference
- drawing conclusions not stated in the text but implied by
the facts given. The reader uses knowledge of linguistic
implications, logic previous knowledge of related
situations.

example: inferring main ideas ,supporting ,details ,

sequence ,cause-effect relationships, predicting outcomes.
- The student is required to infer likenesses and differences
in characters, times, or places. Such inferential
comparisons revolve around ideas such as "here and there",
"he and she", and "she and she
 Evaluation
- judgments about whether something is real or
imaginary, whether it is appropriate, worthwhile,
desirable or acceptable. Evaluation involves values
and therefore there is usually no ‘CORRECT’ answer
to questions involve evaluation.
- for exchange of views and interpretations. They can
be very enjoyable.
example:- Judgments of Reality or Fantasy, Judgments of
Adequacy or Validity,  Judgments of Appropriateness,
Judgments of worth, Desirability or Acceptability
 Appreciation
- Emotional response to plot or them; reactions to the
author's use of language. Appreciation involves the
taste. Again there are no correct answers.
-opportunities for exchange of views and
interpretations again make these question very
enjoyable.
Example:-  Emotional Response to the Content,
 Identification with Characters and Incidents, Reactions to
the Author's Use of Language and Imagery