Reading involves garnering knowledge, information and meaning from any literary text. Readers are encouraged to be active in constructing meaning while reading text. Thus, after reading has taken place, readers should have a clear understanding of what has been written and they will then be able to transfer information they need. However, many students still have challenges with comprehension; especially when they have to comprehend words, sentences or an entire text. If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling.
Consistently, people tell students that reading is critical and is “good” for them; however, do they ever explain why reading is critical? What does reading do except to improve our reading skills? As a small child, we learn the alphabet, then we learn to read, and from that point on, we just continue to improve reading. A common idea is that reading can help develop our knowledge and critical skills throughout our education process; in addition, studies show that reading fiction can improve empathy, awareness, and even our social skills. Many argue, however, that many who read already contain empathy skills and never gain any empathy skills through reading.
Repetition and seeing vocabulary words several times is also important. (www.national reading panel.org) A student, who can read comprehensively, can also be successful in all his or her lessons. So it is important to student to learn how to read and to know the reading strategies. Instructors consequently have a very imperative part to play in helping their learners get most out of reading and become good readers. While teaching reading comprehensively, the teacher must keep in mind that their goal is to let the students understand what the authors meant.
To put it another way, to read extensively signifies reading extended texts for long periods of time, whereby the focus of attention is the meaning of the text, relative to learning the language features of it. This is why extensive reading is basically incidental learning. Virtually, reading is a significant and an everlasting source of learning. Through reading, learners can learn new vocabulary and grammatical features. Enjoyment can be the outcome of reading.
MORANTA, CIELO GRACE Y. ED ENG 106-Technology in Language Teaching MAED-ENGLISH 1 Dr. Mercelita J. Labial Reflection Paper on Deep Reading It is always the aim of teachers to make every child a reader . It is because the ability to read is greatly necessary to educate a man. With this main objective, teachers adopt different reading strategies and approaches to facilitate the development of various reading skills. Reading is a basic skill in life. It is not only a skill but as well as perhaps the most pleasurable , desirable indulgence to get someone informed and edge over in life’s other rudiments in learning.
The first is Students' self-concepts and the value they place on reading are critical to their success (Gambrell, Palmer, Coddling, and Mazzoni, 1996). And in a recent study of self- concept about reading and the value of reading, gender differences were identified as early as third grade. The second Choice is widely acknowledged as a method for enhancing motivation. Allowing young children to make even a minimal task choice increased learning of the task and enhanced subsequent interest in the activity (Cordova & Lepper, 1996; Iyengar & Lepper, 1999). The third is Read-aloud and discussion are effective ways to engage in mastery modeling.
1. Rationale for extensive Extensive reading refers to when someone is reading for fun. The term ‘extensive reading’ was stated by Palmer (1997) to show the difference between extensive and intensive reading. Extensive reading is when someone reads a book, article or magazine in his/her own time. This form of reading can play an important role when it comes to developing comprehension.
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.
Chall and Stahl (2009) articulated the importance of good teaching and effective school leadership in promoting reading achievement. It was mentioned that learners tend to learn to read better if a strong leader (the teacher or the school principal) sets high expectations about reading achievement. Moreover, the amount of direct instruction in reading and the amount of time learners spend in reading related activities also affect reading development. These, however, call for a rich reading environment with the collaboration of the family. The role of parents is indispensable.
In learning foreign language such as learning English, speaking is one of the most skill that should be mastered. By mastering speaking English people will easy to communicate with other and easy to share their thingking. For mastering speaking english people should be find the enjoy method and make them fun to learn speaking english. Nowdays, learning speaking skill is still difficult for the student at junior high school. Generally students have several reasons why English langugfe is still difficult for them.