As we know that Reading aloud is kind strategy of reading that doing by someone for getting ideas or information from passages. Kind of passages that we used in reading such as history, legend, news report, and others passages. It is like when the teacher reading orally then students will response her or his voice in reading thus they will get message from passages. From this activity that implemented make students increase their comprehension, as well as to be interest and motivated them. Reading aloud has many advantages in learning.
Reading is a receptive skill by which we receive information but the process of reading also needs speaking skills, so that we can pronounce the words correctly that we read . Reading is something that we can do by our own that broadens our vocabulary therefore helping in improving other three skills of speaking writing and listening. So reading is highly valuable skill and activity, so it is advised that English learners should try to read as much as possible in English. During reading, we make predictions as we read and then confirm or revise those predictions. After reading, it allows the reader to retell the story, discuss the elements of a story, answer questions and/or compare it to another text.
The overall purpose of the article “Getting Students Hooked on the Reading Habit” by Linda B. Gambrell, is to help get students to become motivated about learning, but more specifically to get them motivated for reading. This article tries to explain the importance of making sure that students are motivated about reading and states that “reading proficiency has been linked to a better and more productive academic, social, and civic life” (Gambrell). The article stresses the importance that the more motivated the students are about reading, the more they will read and become more proficient readers. The article it states that while it is important to teach students to read, it is equally important that they develop a love of independent reading.
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.
In this stage, brainstorming ideas and developing a strictly-formatted outline with thesis and topic sentences are required, which can make students feel bored with writing. Accordingly, the key to success in this stage is helping learners find topics that give emotion, which provides energy for the whole writing process (Graves, 1983). As a teaching technique, Humor is identified for developing a positive learning environment (James R. Keating, January 27, 2014). It also promotes the organization of ideas as well as motivates students to write. According to the article, Humor helps learners to write effectively and eases any concern related to the writing so that they do not think it is a burden.
The goal, the learner should achieve, is not to understand everything in every text but to be able to use these tools and sub skills mentioned above. To practice prediction and guessing, the teacher can show the learner only the title and asked him/her to use his/her imagination in order to think about the story behind it. It develops its learner’s ability to think ahead of what he/she sees and also to guess what the story might be about. This leads to an easier understanding of the text afterwards when the learner actually has to read the text. In addition, it is essential to always give a purpose for a reading task before the students begin to read in order to focus on certain things while reading, for example a comprehension question or a reading task (Müller-Hartmann
The former deals simply with letting our eyes run over the text we are reading without having a deeper understanding of what or how it relates to life in general. On the other hand, the latter is concerned with both reading and thinking skills. Deep reading is by far the most crucial and significant endeavor to ponder on when one likes or decides to read something. The act of reading must trigger the relationship between words and mind. If this happens, reading may just become overwhelmingly rewarding because it would nourish not only one’s mind but also one’s spirit.
CAN I VOLUNTEER TO HELP PEOPLE LEARN TO READ? Learning to read is very important. People who don’t have the skills to read are not effective enough. A lot of things in the modern world need reading skills because we are in the information age. If you can read and write fluently, then you can volunteer as a reading coach.
That is, they should be given time to think about and discuss their ideas on a specific topic, to write a draft or framework of what they want to say, to discuss this again and then write a more detailed account. They also explained clearly that the final draft must be discussed and refined again. Where now the teacher is involved in every step of the process and continuously provides feedback. The process of writing, according to them implies that learners develop as readers of their own writing which, in turn, develops both sensitivity to audience and the ability to reflect on their own mistakes. Since the teacher does not expect a chunk of writing, but merely random ideas or a brief draft, and this is preceded by a discussion or reading activity, the learners are more likely to feel confident in using English while thinking and refining their ideas on the topic.
It is also the comprehension that the sounds of the spoken language will work together to make a word. Phonics is the understanding that there is a distinct connection between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language). Many readers use these relationships to recognize familiar words and to decode unfamiliar ones. Phonics instruction is a way of teaching reading that emphasizes the learning on how letters correspond to sounds and how to use this knowledge in reading and spelling. The goal is to help students understand that there is a systematic and predictable relationship between written letters and spoken sounds (CIERA,