READING

Neil Anderson, Brigham Young University (USA)

Name : Linda Mariani Gulo

Semester : IV
Class :B
Course : Teaching English As A Foreign Language

Lecturer : Mr. Adieli Laoli, M.Pd.

 What is
reading?

Background to
Conclusion the teaching
reading

SUBTOPIC
Principles for
Reading in the
teaching
classroom
reading
Classroom
techniques and
tasks
 A. What is Reading?
- Reading is a fluent process o f readers combining information from a text and their
own background knowledge to build meaning. The goal of reading is
comprehension.
- Strategic reading is defined as the ability o f the reader to use a wide variety o f
reading strategies to accomplish a purpose for reading.
- Fluent reading is defined as the ability to read at an appropriate rate with adequate
comprehension.
- Teaching reading usually has at least two aspects. First, it can refer to teaching
learners who are learning to read for the very first time. A second aspect of teaching
reading refers to teaching learners who already have reading skills in their first
 B. Background to the teaching of reading
- Silent reading
Reading is basically a silent activity. In Western culture oral reading was the main practice until the
nineteenth century. Around 1880, debate began about the advantages of silent reading over oral reading
(Allington, 1984). Huey (1908) compiled a summary of early studies on oral versus silent reading and strongly
supported silent reading.
- Reading process
Understanding the reading process has been the focus of much research over the past 125 years. Models
of how the printed word is understood have emerged from this research (Goodman, 1976; Stanovich, 1980).
Models can be divided into three categories: bottom-up models, top-down models and interactive models.
1. Bottom-up models
2. A phonics
3. Intensive reading
4. Top-down
 B. Background to the teaching of reading

- Interactive models
This third type combines elements of bottom-up and top-down models with
the assumption “that a pattern is synthesized based on information provided
simultaneously from several knowledge sources” (Stanovich, 1980, p. 35).
Murtagh (1989) emphasizes that the best second language readers are those who
can “efficiently integrate” both bottom-up and top-down processes (p. 102). An
interactive approach to reading will cover aspects of both intensive and
extensive reading.
 C. Principles for teaching reading
1. Exploit the reader’s background knowledge.
Background knowledge includes all of the experiences that a reader brings to a text: life
experiences, educational experiences, knowledge of how texts can be organized rhetorically,
knowledge of how one’s first language works, knowledge of how the second language works, and
cultural background and knowledge.
2. Build a strong vocabulary base.
Recent research emphasized the importance of vocabulary to successful reading.
3. Teach for comprehension.
Monitoring comprehension is essential to successful reading. Part of that monitoring process
includes verifying that the predictions being made are correct and checking that the reader is making
the necessary adjustments when meaning is not obtained.
 C. Principles for teaching reading
4. Work on increasing reading rate.
Often, in our efforts to assist students in increasing their reading rate, teachers overemphasize
accuracy which impedes fluency. The teacher must work towards finding a balance between assisting
students to improve their reading rate and developing reading comprehension skills.
5. Teach reading strategies.
Strategies are “the tools for active, self-directed involvement that is necessary for developing
communicative ability.
6. Encourage readers to transform strategies into skills.
An important distinction can be made between strategies and skills (Kawai, Oxford, and Iran-
Nejad, 2000). Strategies can be defined as conscious actions that learners take to achieve desired
goals or objectives, while a skill is a strategy that has become automatic.
 C. Principles for teaching reading

7. Build assessment and evaluation into your teaching.

Assessing growth and development in reading skills from both a formal and an
informal perspective requires time and training. Both quantitative and qualitative
assessment activities should be included in the reading classroom.
8. Strive for continuous improvement as a reading teacher.
They should view themselves as facilitators, helping each reader discover what
works best. Integrating the key principles discussed above can lead to more effective
reading instruction in the second language classroom.
 D. Classroom techniques and tasks

- Activate prior knowledge. Before reading each section, it's beneficial to

engage readers in activities that get them thinking about what they already
know about the topic of the reading. One activity you can use is called the
anticipation guide.
- Cultivate vocabulary. Word webs are a very good activity for building
students’ vocabulary skills. Begin by writing a key concept in the middle o
f the chalkboard.
 D. Classroom techniques and tasks

- Teach for comprehension Instead of asking the students comprehension

questions after reading a passage, a teacher can model with the class how

comprehension is reached.

- Increase reading rate. One successful activity is called repeated reading.

Students read a short passage over and over again until they achieve

criterion levels of reading rate and comprehension.

 D. Classroom techniques and tasks

- Verify reading strategies Think-aloud protocols in a guided format

get learners to identify the strategies that they use while reading.

- Evaluate progress Reading journals are an effective way to evaluate

reading progress. Students make a journal entry each day.

 E. Speaking in the classroom

Readers then practice reading skills scanning the passage to see

if their responses to the true/false questions are correct. Readers are
taught that: When we read to find information, we move our eyes
very quickly across the text. This is called a 'scan'. This reading skill
is taught to ensure that the reader knows how to use the scanning skill
(teaching for understanding).
 F. Conclusion

This chapter sets out to achieve four goals. I believe that we have
achieved three of these four goals. We've covered seven key concepts
related to reading a second language. You can define the following
concepts as central to reading comprehension: silent reading, interactive
reading, fluent reading, extensive reading, and intensive reading. You can
demonstrate familiarity with practical classroom techniques for teaching
reading.
Thank You!
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