lhtl reading

8/16/2019 LHTL Reading

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DEFINITION

1) The action or skill of reading written or printed matter silently or aloud.

2) An interpretation

Reading is a complex cognitive process of decoding symbols in order to construct or derive

meaning (reading comprehension). t is a means of language ac!uisition" of communication" and

of sharing information and ideas. #ike all languages" it is a complex interaction between the text

and the reader" which is shaped by the reader$s prior knowledge" experiences" attitude" and

language community which is culturally and socially situated.

The reading process re!uires continuous practice" development" and refinement. n addition"

reading re!uires creativity and critical analysis. %onsumers of literature make ventures with each

piece" innately deviating from the literal words to create images that make sense to them in the

unfamiliar places the texts describe. &ecause reading is such a complex process" it cannot be

controlled or restricted to one or two interpretations. There are no concrete laws in reading" but

rather allows readers an escape to produce their own products introspectively. This promotes

deep exploration of texts during interpretation.

'eaders use a variety of reading strategies to assist with decoding (to translate symbols intosounds or visual representations of speech) and comprehension. 'eaders may

use morpheme" semantics" syntax and context clues to identify the meaning of unknown words.

'eaders integrate the words they have read into their existing framework of knowledge or

schema (schemata theory).

FOUNDATION SKILLS FOR BEGINNER READERS


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1) honemic Awareness The insight that every spoken word can be conceived as a se!uence of

phonemes. honemes are the speech sounds that are represented by the letters of an alphabet.

2) honemic *ecoding The ability to capture the meaning of unfamiliar words by translating

groups of letters back into the sounds that they represent" link them to one+s verbal vocabulary"

and access their meaning.

SKILLS NEEDED TO READ FOR MEANING

,) -ocabulary nderstanding the words in a passage" including the specific dimensions of their

meanings or usage that matter in context.

/or example" knowing that 0tree when reading about a 0family tree has a different meaning

from 0maple tree.

) /luency The ability to read with sufficient ease and accuracy that active attention can be

focused on the meaning and the message of the text and the text easily retained.

3) %omprehension Thinking about the meaning of each segment of the text as it is read" building

an understanding of the text as a whole" and reflecting on its meaning and message.

STEPS TO INTRODUCE OR TEACH CHILDREN TO READ


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1. 'ead to your child

Teaching your child to read is truly a process that begins at infancy.

2. Ask !uestions

Asking !uestions while reading to your child is not only great for encouraging your child to

interact with the book" but it is also extremely effective in developing his ability

to comprehend what he is reading.

,. &e a good (reading) example

4ven if your child is fascinated with books from an early age" her fascination will !uickly

dwindle if she does not see reading modeled in her home. f you are not an avid reader yourself"

make a conscious effort to let your children see you reading for at least a few minutes each day5

'ead a maga6ine" a cookbook" a novel" it$s up to you5 &ut show your child that reading is

something that even adults need to do.

. dentify letters in natural settings

n other cultures" while decorating the nursery" we painted and hung large wooden letters spelling

their names above the cribs as a decorative accent in their rooms.

TEACHING STRATEGIES


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Apart from vocally pronounce the words that are printed on a page" reading also involves a lot

more than that. t is important to know that the actual ob7ective of mastering the reading skills is

actually to really understand the contextual meaning of the text. 8tudents$ characteristics play a

big role in deciding what are the strategies needed to teach reading. n this topic" we will explain

on what are the suitable strategies to teach reading to young children based on their age group

characteristics.

1. Young !i"d#en !a$e a %!o#& a&&en&ion %'an.

/or young children who are in the early phase of learning" reading" they tend to have a short

attention span and are easily distracted by various means. To avoid the problem" the teacher

can vary the activities to be carried out in class to keep students attentive all the way until

the end of the lesson and to keep their interests in learning. t is also very important to keep

all children involves in all activities at all time. /or example" if one student is given a

reading task" the rest can do a listening task that will make them pay attention to what is

being read.

(. Young !i"d#en need )o#e one'& en#i!)en&* no& +u%& "a,e"%.

As what was that has been said the introduction part" reading re!uire more than 7ust literally

9read$. The student should be explained with the meaning of the words" as well as

understanding its concept of how and when to use a certain word in a sentence. /or

instance" teacher could let them see the ob7ect or picture of the ob7ect at the same time thatthey hear its name being said and see it written down. This way" the spoken and written form

of the word can be ac!uired at the same time.

-. C!i"d#en% onena&ion% #ea! 'ea/ 0!en &!e a#e '"aing

To ensure the children$s concentration and understanding are at the very best level" it is very

important to include as much physical activity as possible in the learning process. This

characteristic can also be related to the first point explained" where young children have very

short attention span. n class" instead of using the direct method" suggestopedia and total

physical response are also the effective steps to increase students$ enthusiasm towards the

learning process. /or example" include games" !ui66es" songs in the lesson" through this

way" students can have total concentration towards the lesson" thus" increase the level of

understanding.

2. Young !i"d#en 3ind un)eaning3u" and a,%a& a&i$i&ie% di33iu"&.


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t is very clear that different group age of students adapts differently to different teaching

strategies. /or young learners" they can never understand anything abstract. They need to see

the actual end result of everything for them to have full understanding. /or this situation" the

teacher must begin reading instruction by using the whole word method so that they can read

simple texts !uickly. ntroduce phonics only after the student can read simple text and have

begun to know reading as a whole. Teaching words in isolation" or by itself" the night also is

difficult for students to understand. :ords should be introduced in context" for example" in a

story.

4. So)e %&uden&% a#e $e# 'oo#" )o&i$a&ed &o #ead in Eng"i%! 5o# an &a#ge& "anguage6.

As a teacher" it has become our role to instill the interest towards learning in every student.

;ne of the ways to start is by setting a purpose of reading. 8tudents might sometimes need

to see what are the ob7ectives of them learning reading. :hile teaching" teacher can include

!uestions that ask for their personal reactions to the context of the text. To keep them

continuously reading in 4nglish outside the class" teacher can set pro7ects that re!uire

reading.


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e.g able to recogni6e what words such as this, that, such, one, it refer to.

A huge lorry rammed into a Proton Saga. The smaller vehicle was a wreck but the

lorry only had a few scratches on its side. The driver of the car had to be rushed to the

hospital...

nderstanding the relationships indicated by logical connectors like so, as a result,

because" and se!uence markers such as after that, firstly, finally, at first.

Thinking while reading ask !uestions" classify" deduce" form impressions and predict.

&uilding up familiarity with the many different kinds of texts the student is likely to

need to read in 4nglish. 4.g road signs" advertisements" 7ournals" poems etc.

2. 8election of texts for developing reading skills.

%hoosing the most appropriate and suitable reading material to be used in class is very

important for the teacher. According to some" it is as important as instructing and teaching

the student to read. There are several characteristics of reading materials that need to be taken

into account when choosing the best of them. @ere are some of the ma7or concern and issues

i. Ba"ane

a) 8ufficient variety of genres" e.g poems" essays" stories" non>linear forms (graphs"

diagrams etc)" descriptions" plays.

b)


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/or example" are there enough logical connectors to show how the ideas are linked to one

another or does the reader have to sort out the relationships on hisBher ownC A well>

written text is usually much easier to read than a text that is poorly presented.

,. 4xploiting a text to aid developmental reading.As a teacher" a skill to successfully exploit a text to be used as learning resources

is very important. :hen using a text for helping students to ac!uire new reading skills or

become more fluent in using skills heBshe already has" we have to remember the

interrelations between reading purposes" reading texts" reading strategies and reading

outcomes

A//4%T8

f the reading purpose is to learn" the kind of text chosen must be informational such as

7ournals or news instead of novels and poems. :hen reading" it should be slowly" giving

enough time to understand and digesting the information stated. And based on its

contents" for example" an article" the outcome or the end product of the reading would be

knowledge. These are all the important relations in a reading process. 4xploiting texts

refers to presenting the text in a way that ensures the students would process it in a way

that gives them maximum chance to ac!uire the reading skill the teacher wants them to

ac!uire.

,. ossible procedure for determining how to exploit a text.

How we read

(process)

What we read

(texts)

What we do, know or

become

(product/outcome)

Why we read

(purposes)


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'ead the text carefully and mark on the areas that need practice instead of focusing only

at important information. #ook also at the relationships between sentences" paragraphs etc.

#ook at the layout and the supporting visuals" e.g pictures" maps" diagrams etc.

#ook at how any or all of the linking devices used in the text would improve your pupils$

understanding of how ideas are linked to one another in the text.

=y name is P#a%e#&. ;ne year ago" I left C!u"a"ong/o#n niversity in Bang/o/ and

went to London to continue my studies. I went to London Uni$e#%i& to do some work

in history. I found a pleasant flat near &!e uni$e#%i& in Bed3o#d S8ua#e.

;n top of that" teachers might also need to think about available options in presentationof the texts. 8ome of the choices that can be considered are

• 8hould pre>reading activities be done to reduce dullness while learningC f so" what kind

of pre>reading activities would be suitableC

• 8hould the text be broken up or presented as a wholeC

• %an the text be used to teach inferencingC :hat forms should be usedC 4.g trueBfalse"

multiple>choice" task>based activitiesC

• :hich part of the text should be used to carry out the activityC


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READING ACTI9ITIES

1) Reading:0!i"e:"i%&ening.

upils listen to a good reading of the text while they look at the words being read.

The reading of the text might come from a recorded sources or being read by the teacher

himself. This method improves students$ knowledge about the right pronunciation"

enunciation" intonation" pause etc.

(6 P"a:#eading


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iii. To give speciali6ed help at the time and the level at which it is re!uired.

46 Audiene #eading.


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FACULTY OF EDUCATION AND SOCIAL SCIENCE

ZEU 1163

LANGUAGE LEARNING STRATEGIES AND STUDY

SKILLS

ASSIGNMENT 2

READING

Prepared by :

SITI IZIH!" #I$TI Z!I$!% !#II$

(&'*')

$++" "S-I!H #I$TI !# .H!$I

(&'&&*')


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