Teaching reading DONE BY : USHUROVA SAADAT MOLDASAN AIBEK 222 GR
TEACHING READING Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.
Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purposefor reading guide the reader's selection of texts.
READING RESEARCH SHOWS THAT GOOD READERS Read extensively Integrate information in the text with existing knowledge Have a flexible reading style, depending on what they are reading Are motivated Rely on different skills interacting: perceptual processing, phonemic processing, recall Read for a purpose; reading serves a function
Reading as a process is connected with the work of visual , kinesthetic, aural analyzers, and thinking Visual analyzer thoughts Kinesthetic analyzer aural
READER KNOWLEDGE, SKILLS, AND STRATEGIES INCLUDE Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another Sociolinguistic competence: knowledge about different types of texts and their usual structure and content Strategic competence: the ability to use top-down strategies, as well as knowledge of the language
Previewing Reviewing titles, section headings, and photo captions to get sense of the structure and content of a reading selection Predicting Using knowledge of the subject matter to make predictions about content and vocabulary and check comprehention Strategies that can help students read more quickly and effectively include Skimming and scanning Using a quick survey of the text to get the main idea, identify text structure , confirm or questions predictions Paraphrasing Stopping at the end of a section to check comprehension by restating the information and ideas in the text
Graphemic- phonemic exercises which help pupils to assimilate graphemic- phonemic correspondence in the English language structural information exercises which help students to carry out lexical and grammar analysis to find the logical subject an predicate in the sentences following the structural signals Semantic- communicative exercises which help pupils to get information from the text
USE PRE-READING ACTIVITIES TO PREPARE STUDENTS FOR READING Sample pre-reading activities: Using the title, subtitles, and divisions within the text to predict content and organization or sequence of information Looking at pictures, maps, diagrams, or graphs and their captions Talking about the author's background, writing style, and usual topics Skimming to find theme or main idea and eliciting related prior knowledge Reviewing vocabulary or grammatical structures
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