Developing reading skills - Педагогика курсовая работа

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Developing reading skills

Effective reading is essential for success in acquiring a second language. Approaches to Teaching Reading Skills. The characteristic of methods of Teaching Reading to Learners. The Peculiarities of Reading Comprehension. Approaches to Correcting Mistakes.


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Ministry of Education and Science of Ukraine
Lviv Ivan Franko National University
Introduction states the topicality of the issue, the purpose and objectives of the research, defines the object and the subject of the course paper, enumerates methods applied in the process of research, expounds its practical and theoretical value and lays out the structure of the work.
Chapter I outlines approaches towards teaching reading skills.
Chapter II analyzes peculiarities of teaching reading at the elementary level and suggests several approaches towards correcting mistakes.
Conclusion generalizes the results of the research and summarizes all the information provided in the course paper.
List of references comprises bibliography of literature used during the research.
Appendix I enumerates possible reading skills that students may master in the course of learning.
Appendix II suggests games for teaching alphabet to young elementary language learners.
For visual discrimination a teacher may use exercises of identification of the same picture in a row, for visual and auditory discrimination one may find useful exercises of identification of same letters in a row, finding the odd one, picking out word pairs ( yes-yes, tit-tit ), circling the odd word pair in a group. To train word identification and word recognition tasks like `complete the letters or words with the help of pictures in a sentence' may be appropriate [22; 5-6].
While teaching reading the following approaches should not be neglected:
1. Focus on one skill at a time. Explain the purpose of working on this skill, and convince the students of its importance in reading effectively.3. Work on an example of using the skill with the whole class. Explain your thinking aloud as you do the exercise.4. Assign students to work in pairs on an exercise where they practice using the same skill. Require them to explain their thinking to each other as they work.5. Discuss students' answers with the whole class. Ask them to explain how they got their answers. Encourage polite disagreement, and require explanations of any differences in their answers.6. In the same class, and also in the next few classes, assign individuals to work on more exercises that focus on the same skill with increasing complexity. Instruct students to work in pairs whenever feasible.7. Ask individual students to complete an exercise using the skill to check their own ability and confidence in using it.8. In future lessons, lead the students to apply the skill, as well as previously mastered skills, to a variety of texts [4; 4].
Reading becomes effective when teacher starts with words that are familiar to students, uses simple structures, blackboard and flashcards, and gives emphasis to recognizing and understanding the meaning of a word simultaneously. As far as young elementary learners are concerned teaching reading should be started when a child can learn his/her own mother-tongue [22; 9]. Also, it is suggested to use some kind of reading repetition or practice and progress monitoring [13; 151]. Moreover, teachers should always keep in mind the various problems of reading a foreign language [22; 9].
It is useful to know if a student can read nonsense words such as ` flep, tridding and pertollic' as the ability to read nonsense words depends on rapid and accurate association of sounds with symbols. Good readers do this easily so they can decipher new words and attend to the meaning of the passage. Poor readers usually are slower and make more mistakes in sounding out words. Their comprehension suffers as a consequence. Poor readers improve if they are taught in an organized, systematic manner how to decipher the spelling code and sound words out [20; 19].
There are also several principles behind the teaching of reading:
Principle 1: Reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. If we do not do these things - and if students do not do these things - then we only just scratch the surface of the text and we quickly forget it.
Principle 2: Students need to be engaged with what they are reading. As with everything else in lessons, students who are not engaged with the reading text - not actively interested in what they are doing - are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them.
Principle 3: Students should be encouraged to respond to the content of a reading text not just to the language. Of course, it is important to study reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important and we must give students a chance to respond to that message in some way. It is especially important that they should be allowed to express their feelings about the topic - thus provoking personal engagement with it and the language.
Principle 4: Prediction is a major factor in reading.
When we read texts in our own language, we frequently have a good idea of the content before we actually read. Book covers give us a hint of what's in the book, photographs and headlines hint at what articles are about and reports look like reports before we read a single word. The moment we get this hint - the book cover, the headline, the word-processed page - our brain starts predicting what we are going to read. Expectations are set up and the active process of reading is ready to begin. Teachers should give students 'hints' so that they can predict what's coming too. It will make them better and more engaged readers.
Principle 5: Match the task to the topic. We could give students Hamlet's famous soliloquy 'To be or not to be' and ask them to say how many times the infinitive is used. We could give them a restaurant menu and ask them to list the ingredients alphabetically. There might be reasons for both tasks, but, on the face of it, they look a bit silly. We will probably be more interested in what Hamlet means and what the menu foods actually are. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks - the right kind of questions, engaging and useful puzzles etc. The most interesting text can be undermined by asking boring and inappropriate questions; the most commonplace passage can be made really exciting with imaginative and challenging tasks.
Principle 6: Good teachers exploit reading texts to the full. Any reading text is full of sentences, words, ideas, descriptions etc. It doesn't make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation [9; 70].
All things considered, reading is far from being a passive skill. Students need to be engaged with what they are reading. Teachers should match tasks to the topic, choose activities up to the students' abilities and develop teaching programs in such a way so that to develop all the reading skills.
(3) students are invited to look at the words and name the letter (letters) which makes the words different:
(4) students in turn read a column of words following the key word ( see : A . P . Starkov, R . R . Dixon, Fifth Form Eng lish, Pupil's Book );
(5) students are invited to pick out the words with the graph emes oo, ow, ea, th, .
At the very beginning, a student is compelled to look at each printed letter separately in order to be sure of its shape. S/He often sees words and not sense units. For instance, s/he reads: The book is on the desk and not ( The book is ) ( on the desk ) [17; 181].
Of particular interest here is the question ` how do fluent readers recognize words ? ' It is now known that fluent readers do not process words as `wholes'. In normal reading, they process individual letters during each fixation. They make use of knowledge of spelling patterns, word patterns and the constraints of syntax and semantics to produce a phonetic version of the text (though this is usually produced after, rather than before, words have been recognized) [11; 3]. Some scholars also suggest six word recognition strategies:
Context clues . Figuring out what the word is by looking at what makes sense in the sentence.
PSR/morphemic analysis . Figuring out what the word is by looking at the prefix, suffix, or root word.
Word analysis/word families . Figuring out what the word is by looking at word families or parts of the word you recognize.
Ask a friend . Turn to a friend and say, “What's this word? ”
Skip the word . If you are still creating meaning, why stop the process to figure out a word?
Phonics . Using minimal letter cues in combination with context clues to figure out what the word is [12; 18].
It is an easy and natural direct method that facilitates oral work. The disadvantage of this method is that it encourages the learner the habit of reading one word at a time. All words cannot be taught by using pictures. There are abstract words, full meaning of which cannot be understood through single, separate words. Moreover, it ignores spelling [22; 7].
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2. Alyousef H. S. Teaching Reading Comprehension to ESL/EFL Learners / H. S. Alyousef // The Reading Matrix. - 2005. - №2. - P.143-154.
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5. Brindley S. Teaching English / S. Brindley. - London, NY: Routlge, 1994. - 268p.
6. Calhoun E. F. Teaching Beginning Reading and Writing with the picture word inductive model / E. F. Calhoun. - Alexandria, Virginia: Assotiation for Supervision and Curriculum Development, 1999. - 125 p.
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11. Harrison C. Methods of Teaching Reading: Key Issues in Research and Implications for Practice / C. Harrison // Interchange. - 1996. - №39. - P.1-16.
12. Johnson A. P. Teaching Reading and Writing / A. P. Johnson. - Lahman, NY, Toronto, Plymouth: Rowman and Littlefield Education, 2008. - 260 p.
13. Lems K. Teaching Reading to English Language Lerners / K. Lems, L. D.miller, M. T. Soro. - NY, London: The Guilford press, 2010. - 256 p.
14. Moreillon J. Collaborative Strategies for Teaching Reading Comprehension / J. Moreillon. - Chicago: American Library Association, 2007. - 172 p.
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16. Reading Method [Look and Say teaching Method]. - Режим доступу: http://www.readingmethod.com/look-say-method.html. - Заголовок з екрану.
17. Rogova G. V. Methods of teaching English / G. V. Rogova. - Ленинград: Просвешение, 1975. - 312 р.
18. Sweeney S. The importance of reading in foreign language teaching / S. Sweeney // Authentically English. - 1993. - №2.
19. Nutley S. Teaching children to read: eighth report of session 2004-2005. - London: House of Commons Education and Skills Committee, 2005. - 47 p.
20. Sylva K. Teaching Reading is Rocket Science / American Federation of Teachers. - New Jersey: AFT, 2004. - 38 p.
21. Teaching the Alphabet [Games and Activities]. - Режим доступу: http://www.eslkidstuff.com/alphabetgamesframe. htm. - Заголовок з екрану.
22. Teaching-reading-in-english. - 2010, №10. - Режим доступу: http://nsambatcoumar. files. wordpress.com/2010/10/teaching-reading-in-english. pdf
23. The Phonic Method. - Режим доступу: http://itac. glp.net/uganda_ptc/Language%20Education/Unit%206/Topics/top3phonic. htm
24. Willis J. Teaching English through English / J. Willis. - London: Longman, 1981. - 192 p.
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