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.
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.
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.
According to Brasell and Rasinski (2008:20) reading comprehension is the ability to take information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. Reading comprehension is an intentional, active, interactive, process that occurs before, during and after a person reads a particular piece of writing. Therefore, it is a complex skill that should be owned and mastered by students; moreover, it should be rehearsed and examined continuously in order to improve the ability in comprehending the information they have
We can interpret this term in two ways. It is a relation with a text and the readers try to make sense of it. To create and understand the meaning of the text the learners involve in a process. We can say the reading is a dialogue between the reader and the reading text or this may be also the reader and the writer. The reader uses his prior knowledge to make sense of text.
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),
So, students should pay more attention to English reading comprehension. In the era of knowledge explosion and information revolution, English has become the most important carrier and the most widely used language in all areas of human life. In the English teaching, listening, speaking, reading, writing and translating have a very important position. In these five aspects, reading is an
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.
So, it means that for reading comprehension, it is not only about the ability to read the individual words and know the meaning, but it is about understanding the whole passage as well. Reading comprehension is known to be important because even though it is almost a complex thing as it requires our understanding, but it will be very beneficial especially to be used in peer teaching strategies. Pupils can discuss among themselves the ideas they got based on the passage they read. Besides that, Ylvisaker (2006) has also stated that reading comprehension is seemed to be important for pupils to learn as it has a very close connection with listening comprehension but still reading comprehension skill is much
The Reading fluency includes the ability to recognize words quickly and correctly, therefore; children need to develop automatic word and phrase recognition abilities to enable easy reading. When the process of word recognition takes slight cognitive capacity, the reader can focus on comprehension (Nathan & Stanovich, 1991). In dealing with constituents, with reading fluency Martinez, Roser and Strecker,