Teaching of Reading 1

TEACHING OF READING
WHAT IS READING
• "Reading" is the process of looking at a series of written symbols and getting

meaning from them. When we read, we use our eyes to receive written symbols
(letters, punctuation marks and spaces) and we use our brain to convert them
into words, sentences and paragraphs that communicate something to us.
• Reading is a multifaceted process involving word recognition, comprehension,

fluency, and motivation. ... Reading is making meaning from print. It requires
that we: Identify the words in print – a process called word recognition. Construct
an understanding from them – a process called comprehension.
KINDS OF READING
1. EXTENSIVE READING
• reading for pleasure
• any topic of interest
2. INTENSIVE READING
• Careful or in-depth reading
• Read for details and extract specific info on particular topics.
WHY DO WE TEACHING READING?
• We teach students reading to help them:
• 1. learn the language
• 2. read for information
• 3. read for cultural knowledge and awareness
READING TO LEARN THE LANGUAGE

• Giving students a variety of materials to read helps them absorb vocabulary,
grammar, sentence structure and discourse structure. Students thus gain a more
complete picture of the ways in which the elements of the language work
together to convey meaning.
READING FOR CONTENT INFORMATION
• The students’ purpose for reading is often to obtain information about a subject
they are studying. Reading for content information in the language classroom
gives students both authentic reading material and an authentic purpose for
reading.
READING FOR CULTURAL KNOWLEDGE
• Reading everyday materials that are designed for native speakers can give
students insight into the lifestyles and worldviews of the people whose language
they are studying.
5 ESSENTIAL COMPONENTS OF READING
PHONICS
• Phonics is the process of mapping the sounds in words to written letters. This is
one of the earliest reading skills children should develop, because it introduces
them to the link between letters and sounds, known as the alphabetic principle.
PHONEMIC AWARENESS
• Children develop phonemic awareness by learning about sounds (phonemes),

syllables and words.
VOCABULARY
• Having an ever-increasing vocabulary is a fundamental part of academic and

reading success. The more words we know, the better we become at reading
and understanding the texts that we read.
FLUENCY
• There is a range of different skills that build reading fluency in young children.
These include strong phonic decoding skills, an expanding bank of high
frequency words recognized at sight, and the amount of time that children spend
reading books at an appropriate level. The more children read, the better they
are at understanding and reading with speed and accuracy.
READING COMPREHENSION
• Great readers are deeply immersed in the stories they read. They visualize the
characters, they hear the dialogue in their heads, and they imagine details
beyond the borders of the page. Great readers think about what is happening in
a story and share the emotional journey of the characters.
Reading strategies that can help students read effectively
1. ACTIVITATING
"Priming the cognitive pump" in order to recall relevant prior knowledge and
experiences from long-term memory in order to extract and construct
meaning from text
2. INFERRING
Bringing together what is spoken (written) in the text, what is unspoken
(unwritten) in the text, and what is already known by the reader in order to
extract and construct meaning from the text
3. MONITORING/CLARIFYING
Thinking about how and what one is reading, both during and after the act of
reading, for purposes of determining if one is comprehending the text
combined with the ability to clarify and fix up any mix-ups
4. QUESTIONING
Engaging in learning dialogues with text (authors), peers, and teachers
through self-questioning, question generation, and question answering
5. SUMMARIZING
Restating the meaning of text in one's own words — different words from
those used in the original text
6. VISUALIZING/ORGANIZING
Constructing a mental image or graphic organizer for the purpose of
extracting and constructing meaning from the text
7. SKIMMING/SCANNING
Using a quick survey of the text to get the main idea, identify text structure
and confirm or question predictions.
WHAT ARE THE COMMON PROBLEMS IN READING?
1. READING DEFICIENCY
2. READING RETARDATION
3. READING DISABILITIES
• Auditory/Visual Processing Disorder

Difficulty hearing differences between sounds and difficulty
interpreting visual infomations.
• Dyslexia
-Difficulty processing language, also known as “Word Blindness”.
FAULTY READING HABITS
• One word at a time. Reading word by word resulting in too many focus stops
• Vocalization. Moving lips or pronouncing words while reading
• Sub vocalization. Silent speech or pronouncing words in your head
• Skipping back. Re-reading of passages without need
• Skipping preparation steps such as previewing to get the main idea
• Lack of comprehension, e.g. little knowledge about the topic
• Loss of attention. Wandering mind, reading with little attention and concentration
• Environment. Reading when tired, in stressful or low light environments

• Individual Behavior. Skeptical attitude against fast reading
READING SKILLS AND STRATEGIES
• “Find The Word” Reading Aloud Activity
• “Reading Aloud” Task (Pair Work / Small Group Work)
• “Team Reading Aloud” – Pronunciation Reading (Whole Group)
• The Last Word” Reading Activity (Pair / Small Group Work)
• “Bratwurst” Name” – Reading Out Aloud Activity (Small Groups)
• Spontaneous Reading Activity (Whole Group)
• Find …. – Skim Reading Activity (Alone)
Be A Presenter – Reading Aloud (Pairs)
READING TEACHERS’ ROLE
• Diagnose each student’s reading skills to ascertain the grade level of the material
that the student can read
• Diagnose each student’s reading skills to determine from a total list of skills,
which specific one have been mastered.
• Be aware of the reading demands and teaching strategies of the content areas
so that these skills can be highlighted and reinforced.
• Provide instruction in the skills at the appropriate level difficulty.
• Consideration of the child’s principal worth is necessary.
• The reading program must be encouraging to the child
• Materials and exercises must be suitable to the child’s reading ability and
instructional needs.

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TEACHING OF READING

• "Reading" is the process of looking at a series of written symbols and getting

• Reading is a multifaceted process involving word recognition, comprehension,

• reading for pleasure

• any topic of interest

• Careful or in-depth reading

• Read for details and extract specific info on particular topics.

WHY DO WE TEACHING READING?

• We teach students reading to help them:

• 1. learn the language

• 2. read for information

• 3. read for cultural knowledge and awareness

READING TO LEARN THE LANGUAGE

READING FOR CONTENT INFORMATION

READING FOR CULTURAL KNOWLEDGE

5 ESSENTIAL COMPONENTS OF READING

• Children develop phonemic awareness by learning about sounds (phonemes),

• Having an ever-increasing vocabulary is a fundamental part of academic and

Reading strategies that can help students read effectively

WHAT ARE THE COMMON PROBLEMS IN READING?

• Auditory/Visual Processing Disorder

FAULTY READING HABITS

• Vocalization. Moving lips or pronouncing words while reading

• Sub vocalization. Silent speech or pronouncing words in your head

• Skipping back. Re-reading of passages without need

• Skipping preparation steps such as previewing to get the main idea

• Lack of comprehension, e.g. little knowledge about the topic

• Loss of attention. Wandering mind, reading with little attention and concentration

• Environment. Reading when tired, in stressful or low light environments

READING SKILLS AND STRATEGIES

• “Find The Word” Reading Aloud Activity

• “Reading Aloud” Task (Pair Work / Small Group Work)

• “Team Reading Aloud” – Pronunciation Reading (Whole Group)

• The Last Word” Reading Activity (Pair / Small Group Work)

• “Bratwurst” Name” – Reading Out Aloud Activity (Small Groups)

• Spontaneous Reading Activity (Whole Group)

• Find …. – Skim Reading Activity (Alone)

Be A Presenter – Reading Aloud (Pairs)

READING TEACHERS’ ROLE

• Provide instruction in the skills at the appropriate level difficulty.

• Consideration of the child’s principal worth is necessary.

• The reading program must be encouraging to the child

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