Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
Why we read? We read because reading benefits our body, inspires us to be better people, and expands our capabilities to be imaginative, creative and empathetic. A negative stigma about reading has developed in the current century: that reading is a mere pastime, that it is a taxing chore [or labour], and simply a hobby for the elderly or people with time on their hands. But reading is much more than this. In recent years, research into the benefits of reading has shown us that reading helps to improve focus, concentration and memory.
Understanding How to Help Your Child Read Why is it important for my child to read? The ability to read is vital. It paves the way to success in school, which can build self-confidence and motivate your child to set high expectations for life. People read for many reasons: for pleasure and interest for work to obtain information that will help them make choices and decisions to understand directions (such as those on street signs and in recipe books)to learn about the world to keep in touch with family and friends How will my child learn to read? Learning to read does not happen all at once.
In fact, reading is applied in everything that one does in everyday life. It is a must for every person to enhance their reading skills. This is one major key to learn majority of the ideas and facts one wants to know. Coming hand in hand with reading, one must also comprehend what he/she is reading. Reading is useless if one is not able to understand what he/she read.
Researchers in classrooms, who are usually teachers and testers, have used more traditional methods (e.g., surveys and interviews) to identify preferred stimuli or assessment. These types of assessments are likely to be appealing to teachers because they take the least amount of time to administer. In this paper, we are looking at teachers’ preferred assessment method to promote better teaching methods and skills among educators. As this study is to identify the teachers’ preferences of reading skill assessment format, there are studies that focus on the relationship between assessment preferences and other individual differences about the teachings. There are studies to show the effect of assessment preferences and self-efficacy for learning,
English language textbooks play a very important role in most educational settings. However, there have always been contradictory views among professionals in the fields of teaching and learning English language regarding their limitations and potentials. Whether or not one accepts the value of textbooks, the quality of the materials which are being used in an educational program should be of an acceptable standard to benefit learners. Therefore, there is an absolute need that a set of appropriate criteria be considered and applied through a systematic textbook evaluation procedure in each language program to indicate the merits and probable drawbacks of the books. The purpose of the present study is therefore to develop a reliable set of criteria for evaluating reading comprehension textbooks.
The reader's prior knowledge and familiarity with the topic are main factors that determine the level of readability on which reading comprehension depends. As seen from all of these definitions, we can conclude that reading as a process which" involves the recognition of printer or written symbols which serve as stimuli for the recall of meaning built up through manipulation of concepts already possessed by the reader. Besides, it is obvious that, the reader is the one who brings meanings to the text. These meanings are built up through the past experience the reader possessed. Loew (1984),
Reading is one important skill on which all other formal educational skill depends. If a child doesn’t learn how to read at an early age, most likely, he won’t learn to do so at all. And a child who doesn’t know how to read is unlikely to learn or perform other skills in school. Worse, school dropouts, unemployed and underemployed adults – these are usually the results of not being able to learn how to read. It is for these reasons that the researcher wants to make a study on teachers’ knowledge and practice in literature-based reading programs.
In short, the students are expected to be able to comprehend reading text that they read. Catherine (2002:10) states that reading comprehension is usually a primary focus of instruction in the post-primary grades, after readers have largely mastered word recognition skills, although comprehension of text should be an integral part of reading instruction with beginning readers as well. Instruction in oral language, vocabulary, and listening comprehension should be a focus starting in preschool and continuing throughout the elementary