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.
And etc… During reading you should find the answers of these questions. All of these questions make your reading more effective. The more the questions are clear and many, the more the reading is powerful and effective. Fluency and knowledge of the language is also a skill, that you acquire during your life, it is needed because a person with weak language and that has difficulties in fluency will have problems in understanding and effective reading. Vocabulary is also important, a person who has a good pile of vocabulary will find easier to read and understand.
She, unlike Lou and Oscar, has an imagination of what the farm can be and what it can do. She appreciates the land and what she can do with it, rather than just wanting the land as a material possession. It makes the brothers seem more like money hungry people rather than a cultivating settler. It is these qualities that make Alexandra the ideal pioneer. She has the knowledge to run a business and has successful production and growth.
Teaching comprehension at this age and getting students to actively ask questions and make inferences will help them excel in future classes. Teaching this at this young age may also solve the problem of reading for speed. Students now a days see how fast they can accurately read a passage, but the problem is they don’t comprehend it. Teaching students how to comprehend as we teach them to read could have amazing long term
This reading is done to carry out to get specific information. Learner reads book to acquire knowledge is the kind of intensive reading. Intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will also provide material for developing greater control of the language in speech and writing. (2) Extensive Reading Material for extensive reading will be selected at a lower level of difficulty than that for intensive reading.
If readers use these skills effectively they would probably be able to understand the content of the text given to them. Variables such as reading attitude, reading purpose, prior knowledge about the text, textual structure, vocabulary knowledge; comprehension are considered as keys to the success of the reading process (Yıldırım, 2010). Ogle and Correa-Kovtun (2010) stressed the importance of teaching functional reading skills to language learners for they comprise almost 30% of the public students. Confucius (500 B.C) founded the epistemology of this research. His ideology of synchronization between the heart and mind when a person will try to discover new knowledge has a direct impact to cognitive and affective aspects of study.
One advantage when teaching reading in a second language is that the learners most likely already know how to read in their first language and they probably have some strategies for it which help when learning to read in a new language (Pinter, 2006, p.68). During the field study day some of the students mentioned that they read English books but it was hard since they did not know all of the words and could have a hard time understanding some bits. As a teacher it could therefore be important to make sure that the students read books on their level, so they do not lose their interest. Also make the students aware of the ability to understand content from the context and not stop at every single word they do not understand. The teacher I interviewed said that the students read “Robinson Crusoe” in 5th grade and had a book talk afterward which was very popular among most of the children.
Learning vocabulary through extensive reading also expands students’ fluency. Students look at group of vocabularies rather than each individual vocabulary while reading. Hulstijn and Laufer (2001) emphasized that the vocabularies that students meet in incidental vocabulary acquisition will be remembered in the long term memory and could be applied more confidently in various settings. In contrast, Ahmad (2012)
These two skills go well together in the improvement of language skills of a person because of early exposure to the knowledge he has gained from childhood. According to Zainal & Husin (2011), reading is a very complex process which requires an active participation on the part of the reader. Writing, on the other hand, is the learned process of shaping experiences into text, allowing the writer to discover, develop, clarify and communicate thoughts and feelings. The reading habits of college students can vary from reading a book per day, a book per week or reading none at all if it does not interest them. What a person reads reflects the reader’s capacity of understanding and level of intellectuality.
They define it as a reading activity involving rapid reading of large quantities of material or longer reading for understanding, with the focus generally on the meaning of what is being read than on language. They point out that extensive reading is entirely different from intensive reading in the sense that in intensive reading students normally work with short texts with close guidance from the teacher to help the students obtain detailed meaning from the text and to enhance vocabulary and grammar knowledge. The following characteristics are among the major characteristics of extensive reading: the students read large amount of material, students usually choose what they want to read, reading materials vary in terms of topic and genre, the materials that the students read is within their level of comprehension, students usually take part in post- reading activities, teachers usually read with their students to model enthusiasm for reading and finally teachers and students keep track of student