Literacy is defined as an individual´s ability to speak, write, listen and read proficiently in a language to function in society, achieve set goals and develop further by using one 's ability and potential to improve oneself socially, financially and educationally. As mentioned, reading is one of four important aspects of literacy. In this paper, I seek to give insight into what reading is, the processes behind it, the importance of motivation and reading methods. Finally, I briefly discuss how language teachers should organize reading tasks at lower secondary level and what they need to keep in mind. What is reading? According to Alderson (2000), reading is "an enjoyable, intense, private activity, from which much pleasure can be derived, …show more content…
Bottom-up, or the lower level processing, is a process where readers read letter from letter and focus mainly on the words form, vocabulary knowledge, syntax and grammatical functions. Readers who only apply lower level processing are considered less skilled readers. In understanding the reading process, it is essential to discuss a vital facet of lower-level processing, word recognition. The process involves recognizing an efficient amount of word forms, phonologically and orthographically, analyzing grammatical information through syntactic parsing and connecting them with their semantic meanings (Grabe, 2009). In L1 reading, word recognition is considered a crucial component in learners´ reading comprehension abilities (Perfetti, 1985; Stanovich, 2000). Research has shown that well-skilled readers do not lack automaticity in word recognition (Perfetti; 1985; Segalowitz and Segalowitz, & Wood, 1998). Without a large recognition vocabulary, a reader is less likely to generate comprehension from a combination of graphic …show more content…
To acquire reading proficiency learners needs to acquire automaticity in word recognition, apply both higher level and lower level processing sufficiently and have the motivation to take on reading tasks to promote language comprehension and efficiency. To achieve this, the teacher needs to adopt CLT methodology and TBI methods to promote the target language´s use in the classroom in order to promote learners´ language proficiency. This can be done with various task-based activities with real-world, authentic reading material and extensive reading. However, the teacher must have a clear understanding of learning as a process and that any activity needs to be correctly introduced, explained, organized, recapped and evaluated so that the learners always understand the purpose of the task and/or lesson. In doing so, a teacher can prevent learners from becoming resentful or discouraged towards the target language. The correct structure of a reading course can encourage positive attitudes and motivation which in turn improves reading comprehension and language
Adonay has made his best effort to focus at his work in the classroom. His reading has slow progress throughout the year. Although, he reads most-text specific vocabulary, he still needs to decode unfamiliar words using appropriate strategies like blending and segmentation. It is also beneficial to develop his self-correction strategy by attending to meaning while he reads a text. Adonay finds challenging to interpret a text he reads as he struggles to access independently some additional meanings from a text.
In “Why University Students Don’t Read: What Professors Can Do To Increase Compliance” Mary E. Hoeft questions whether why students don’t like to read the assigned textbooks. Hoeft found that it is essential to know that there is a multiple of things we can do to boost the completion of reading assignments, for the professors who consider reading completion to be the main component to schooling (qtd. in Hoft 15). Some of these things could include could giving out quizzes, supplementary assignments, and to give reminders and making it interesting at the same time. While Hoeft suggest that reading completion is a team effort between the students and faculty, the emphasis of her argument is on whether students care about what they are reading.
Both Cristina Nehring and Sherman Alexie recognize that reading can be lucrative activity. However, Nehring and Alexie differ on why, and in what circumstances, reading is a beneficial investment of time. Nehring’s article faults society for exaggerating the intellectual advantage of casual reading. She writes that there are “two very different ways to use books”, with one-way superior to the other.
The reading strategies we discussed in class and in the courses content made me a better reader by showing me many different ways to read and write and understand it very well. It uses all these methods such as the KWL charts, writing a memo and reading the novel I selected helping me improve my skills greatly to become a better reader. Putting together the reading, writing oral communication and examining media all connected in helping me become a good reader and helped me to comprehend the understanding of making a personal connection to the world around you. That 's what help 's you in the future to make the the best choices possible so that later on when you make a mistake in reading you can look at the experience you had and learn how to properly correct yourself because at the end of the day they all deal with different skill set 's but all help you to become better in everything you
I also agree with the fact that students will enjoy reading more if they are given a piece that interests them and have a great teacher that can provide input along they way. Having a great teacher is
Diagnostic Narrative Background The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building
Incorporating small reading allows all students participate and interact in reading out loud. The challenge of having different book assigned can have many benefits for students development, because they are able to move within reading levels as they advance their
This application of the reading process should allow the reader to “deep read” when necessary, letting the information be absorbed entirely and
This intrigued them, because many students are “good” readers in the way that they have extensive vocabularies, can recall content, and can read rapidly. They are able to understand texts well, but only on a surface level. This means they can understand the content, but usually fail to understand the purpose of it. Haas and Flower had found that more experienced readers attempted to connect parts of a text to understand what they couldn’t before, or even to just to form a purpose for the text.
Readings is the most fundamental skills taught in schools today. According to Weber (2012), reading unlocks information, provides the tools to problem solve, builds vocabulary and refunds comprehension skills. Subsequently, high expectations are translated into literary standards that have been developed to promote proficiency for early learning. Key components of successful reading instruction, as suggested by Weber (2012) including, explicit instruction, guided practice, on going assessment and diagnosing reading difficulties early.
In conclusion, the process of reading is incorporated throughout our daily lives. Without it, many people struggle to understand, correlate, and even express themselves in an enlightening manner. With that in mind, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components that compose a well-developed
There are many techniques to promote reading fluency in children. These techniques can be used by teachers, parents, or tutors. These techniques are used for students to practice their reading. “Research indicates that readers become more fluent when they are given lots of opportunities to practice their reading- either independently or with guidance and assistance from a more accomplished reader” (Wright, 2001, pg. 13).
Teachers can also learn about a childs’ experience and offer help and attention. Literacy is very important in every aspect of a person’s life, a teacher in the foundation phase should emphasize this and help their skills and literacies develop
Strategies that allow teachers to develop knowledge, skills and understanding in reading and promote reading for pleasure Cambria and Guthrie (2010: 16) express the idea that children should have the ‘will’ and motivation to read which they define as the “values, beliefs and behaviours surrounding reading for an individual”. Furthermore, it has been suggested that pupils reading for pleasure is important for educational attainment and social mobility which can be achieved through increased cognitive development (Taylor, 2011 cited in Brown and Sullivan, 2013: 37). Therefore, many strategies can be implemented to motivate students in reading for a range of purposes including interventions (Appendix 1) such as using library facilities, incorporating