TEACHING READING

Submitted to English Education Study Program of UNIM

As a partial fulfillment of the requirement for assignment of TEFL
From:
Lecturer: Nurhayati Ganinda, M.Pd.

Composed By:

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
ISLAMIC UNIVERSITY OF MAJAPAHIT
2023
 CHAPTER I

1. Background
Reading is about understanding written texts. It is a complex activity that
involves both perception and thought. Reading consists of two related processes:
word recognition and comprehension. Word recognition refers to the process of
perceiving how written symbols correspond to one’s spoken language.
Comprehension is the process of making sense of words, sentences and connected
text. Readers typically make use of background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies to help them
understand written text. Much of what we know about reading is based on studies
conducted in English and other alphabetic languages. The principles we list in this
booklet are derived from them, but most also apply to non-alphabetic languages.
They will have to be modified to account for the specific language. Learning to
read is an important educational goal. For both children and adults, the ability to
read opens up new worlds and opportunities. It enables us to gain new knowledge,
enjoy literature, and do everyday things that are part and parcel of modern life,
such as, reading the newspapers, job listings, instruction manuals, maps and so on.
Most people learn to read in their native language without difficulty. Many, but
not all, learn to read as children. Some children and adults need additional help.
Yet others learn to read a second, third or additional language, with or without
having learned to read in their first language. Reading instruction needs to take
into account different types of learners and their needs. Research has shown that
there is a great deal of transfer from learning to read in one language to learning to
read in a second language. The principles outlined below are based on studies of
children and adults, native speakers as well as those learning to read in a second
or foreign language. They deal with different aspects of reading that are important
in the planning and design of instruction and materials. The practical applications
are based on general learning principles, as well as on research. Briefly stated,
these learning principles start with the learner in mind. The type of learner will
affect the type of methods and materials to be used. The context of learning is also
important. For instance, children and adults who are learning to read in a language
different from their native language will also need to learn about the culture of
the second or foreign language. Because texts are written with a specific
audience in mind, cultural knowledge is present in texts and it is assumed that
the reader is familiar with such knowledge.
Both research and classroom practices support the use of a balanced
approach in instruction. Because reading depends on efficient word recognition
and comprehension, instruction should develop reading skills and strategies, as
well as build on learners’ knowledge through the use of authentic texts.
2. Limitation of problem

The limitation of problem of this paper are:

a. What is Reading?
b. What is the Reason of teaching listening ?
c. What are the things that must be considered in teaching reading?
d. How to Teacing Reading ?
 CHAPTER II

1. What is Reading?
Every day we read to many different word in many different ways. For
both children and adults, the ability to read opens up new worlds and
opportunities. It enables us to gain new knowledge, enjoy literature, and do
everyday things that are part and parcel of modern life, such as, reading the
newspapers, job listings, instruction manuals, maps and so on. To language
learners, Reading is daily routine since we child. In this chapter, we will explore
how reading ways to help learners become more effective .
Reading is about understanding written texts. It is a complex activity that
involves both perception and thought. Reading consists of two related processes:
word recognition and comprehension. Word recognition refers to the process of
perceiving how written symbols correspond to one’s spoken language.
Comprehension is the process of making sense of words, sentences and connected
text. Readers typically make use of background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies to help them
understand written text. Much of what we know about reading is based on studies
conducted in English and other alphabetic languages. The principles we list in this
booklet are derived from them, but most also apply to non-alphabetic languages.
“Reading is a process of constructing meaning from written texts. It is a complex
skill requiring the coordination of interrelated sources of information” (Stanley,
2007) Taken from: Stanley, S. (2007). An Analysis of Rx for Discovery Reading
RTM for Elementary Students Below Average in Reading. The United States of
America: Pro Quest Information and Learning Company.

2. Background to teaching Listening

There are many reasons why getting students to read English texts is an
important part of the teacher’s job. In the first place, many students want to be
able to read texts in English either for their careers, for study purposes or simply
for pleasure. Anything we can do to make it easier for them to do these things
must be a good idea.
Reading is useful for language acquisition. Provided that students more or
less understand what they read, the more they read, the better they get at it.
Reading also has a positive effect on students’ vocabulary knowledge, on their
spelling and on their writing. Reading texts also provide good models for English
writing. At different times we can encourage students to focus on vocabulary,
grammar or punctuation. We can also use reading material to demonstrate the way
we construct sentences, paragraphs and whole texts.
Lastly, good reading texts can introduce interesting topics, stimulate
discussion, excite imaginative responses and provide the springboard for well-
rounded, fascinating lessons.
3. The things that must be considered in teaching reading

1. Oral Language

Early progress in reading depends on oral language development.

Research findings

Normally developing children raised by caring adults develop speech and language
abilities naturally and without effort. Learning to read is a different process because it
involves learning about a symbolic system (writing) used to represent speech. Before
children begin to learn to associate the written form with speech, they need to learn the
vocabulary, grammar and sound system of the oral language. Research has shown that
there is a close connection between oral vocabulary and early reading ability. The ability
to attend to the individual sounds within words (phonological and phonemic awareness)
is also an oral skill that is closely associated with reading ability.

Practical applications

• The home is the ideal place where young children develop language skills in their
interactions with adults and other children.
 • Teachers can provide opportunities for children to develop their oral language through
story-telling and show-and-tell activities.

• Young children should be encouraged to use oral language to express themselves

while learning about print and books both at home and in school.

• Shared book reading to groups of students using Big Books is an effective instructional
strategy that introduces books and reading to children, while encouraging them to talk
about what is being read.

• Class dictated stories make use of children’s oral language in structured reading and
writing activities with the help of the teacher. First, the children tell a story in their own
words. The teacher writes this down on the blackboard for the children, and then reads
their story back to them. Students take turns practising reading the story as well.

• For older students and adults learning to read in a second or foreign language,
developing proficiency in the target language is very important. This means having
opportunities to speak and use the language extensively.

2.Phonological and phonemic awareness

Phonological and phonemic awareness are closely associated with reading ability.

Research findings
Phonological awareness refers to the ability to attend to the sounds of language
as distinct from its meaning. Studies of both alphabetic and non-alphabetic
languages show that phonological awareness is highly correlated with reading
ability. For alphabetic languages, phonemic awareness is especially important
because the letters of the alphabet map onto individual sound units (phonemes).
Children who are able to attend to the individual phonemes in alphabetic
languages are much more likely to learn the alphabetic principle (how letters
map onto phonemes) and, therefore, learn to recognize printed words quickly
and accurately. For alphabetic languages, many studies have shown that
phonemic awareness is closely associated with reading ability in the early and
later years of schooling. Furthermore, reading instruction and phonological
awareness mutually reinforce each other. Phonological awareness helps children
to discover the alphabetic principle. At the same time, learning to read alphabetic
script also develops phonological and phonemic awareness. For non-alphabetic
languages, such as Chinese, research has shown that phonological awareness is
also associated with reading ability. Regardless of the writing system, there
appears to be a universal phonological principle in reading.

Practical application
• Phonics is based on the systematic teaching of sound and letter relationships,
as well as sound and spelling patterns. This is helpful in beginning English
reading instruction. Children who have learned to read prior to formal schooling
do not need such instruction. Older readers do not benefit as much from phonics
instruction.
• Teaching students to identify phonemes with or without the use of letters is
effective.
• Teachers can develop students’ phonological skills through a wide variety of
activities. Rhymes, alliteration (words which start with the same sounds) and
poetry can be used to draw children’s attention to individual sounds in the
language.
• Teachers can focus on individual syllables and sounds in language in the
context of book reading. It does not have to be taught in total separation from
other reading activities.

3. Fluency

Fluent readers read with accuracy, ease and understanding.

Research findings
Fluency is important because it is closely related to comprehension. Fluency in reading
means being able to read text accurately, quickly and with expression. Fluent readers
can do this because they do not have problems with word recognition. As a result, they
can focus on the meaning of a text. Recent research shows that fluency also depends on
the ability to group words appropriately during reading. This means fluent readers
recognize words quickly, but also know where to place emphasis or pause during
reading. Word recognition is necessary but not sufficient for fluent reading. The reader
must construct meaning from the recognized words. Fluent readers can do both tasks at
the same time. They can do this because of efficient word recognition and oral language
skills. Guided practice in reading generally increases fluency.
Practical applications
• Teaching word recognition skills is an important first step. The second step is to ensure
that students can develop speed and ease in recognizing words and reading connected
text.
• To assess fluency, teachers need to listen to their students reading aloud. They should
provide feedback to the students about their reading. They also need to determine how
much is understood.
• The reading of texts with high frequency words will encourage fluency if the texts are
interesting and meaningful to the reader.
• For non-native speakers of a language, word recognition ability must match their oral
language development.
• Repeated reading and paired reading (also called buddy reading) are examples of
activities that promote fluency through practice.

4. Vocabulary
Vocabulary is crucial to reading comprehension.
Research findings
Many studies have shown that good readers have good vocabulary knowledge. In order
to understand a text, readers need to know the meanings of individual words. They
construct an understanding of the text by assembling and making sense of the words in
context. Vocabulary knowledge is difficult to measure. It is, however, very important in
learning to read and in future reading development. Words that are recognized in print
have to match a reader’s oral vocabulary in order to be understood. This is important for
children who are developing oral proficiency, as well as for non-native speakers of a
language. In later reading development, when students read to learn, they need to learn
new vocabulary in order to gain new knowledge of specific subject matter.
Practical applications
• Vocabulary should be taught directly and indirectly. Direct instruction includes giving
word definitions and pre-teaching of vocabulary before reading a text. Indirect methods
refer to incidental vocabulary learning, e.g. mentioning, extensive reading and exposure
to language-rich contexts.
• Repetition and multiple exposures to vocabulary items (e.g. through speaking,
listening and writing) are important. This should ideally be done in connection with
authentic learning tasks.
• Vocabulary learning should involve active engagement in tasks, e.g. learning new
vocabulary by doing a class project.
• Word definitions in texts aid vocabulary development.
• Multiple methods, not dependence on a single method, will result in better vocabulary
learning

5. Prior knowledge
Readers use prior knowledge to understand texts.
Research findings
Having more prior knowledge generally aids comprehension. There are many
aspects to prior knowledge, including knowledge of the world, cultural
knowledge, subject-matter knowledge and linguistic knowledge. A reader’s
interest in a subject matter will also influence the level of prior knowledge. All of
these factors are important to different degrees, depending on the reading task.
A reader’s knowledge of the world depends on lived experience. This is different
in different countries, regions and cultures. Reading tasks and reading instruction
should be sensitive to the types of prior knowledge that are needed for the
reader to understand a text.
Practical applications
• When choosing books, it is important to consider the students’ interests, as
well as the subject matter of the text.
• In the classroom, teachers can focus on words and concepts that may be
unfamiliar. This is especially important for nonnative speakers.
• Discussing new words and concepts with students before reading a text is
generally helpful. It helps to activate prior knowledge and improve
comprehension.
• Asking students to tell everything they know about a topic is a useful way to
begin to get students to activate their prior knowledge. They should then begin
to think about what they don’t know. After reading, they should summarize what
they have learned about the topic.

6. Comprehension

Comprehension is an active process in the construction of meaning.

Research findings

Comprehension is the process of deriving meaning from connected text. It involves

word knowledge (vocabulary) as well as thinking and reasoning. Therefore,
comprehension is not a passive process, but an active one. The reader actively engages
with the text to construct meaning. This active engagement includes making use of prior
knowledge. It involves drawing inferences from the words and expressions that a writer
uses to communicate information, ideas and viewpoints. Recent studies have focused on
how readers use their knowledge and reasoning to understand texts. The term
‘comprehension strategies’ is sometimes used to refer to the process of reasoning. Good
readers are aware of how well they understand a text while reading. Good readers also
take active steps to overcome difficulties in comprehension. Students can be instructed
in strategies to improve text comprehension and information use.

Practical applications

• Instruction can improve comprehension by focusing on concepts and the vocabulary

used to express them.

• Comprehension can also be enhanced by building on students’ background

knowledge, e.g. by having a group discussion before reading.
 • Teachers can guide students by modelling the actions they can take to improve
comprehension. These actions include: asking questions about a text while reading;
identifying main ideas; using prior knowledge to make predictions.

• Teaching a combination of different strategies is better than focusing on one.

• Different methods have been found to be effective in teaching text comprehension.

Teachers can use combinations of the following: o Co-operative or group learning; o
Graphic organizers (e.g. flow charts, word webs); o Asking and answering questions; o
Story structure; o Summarizing; o Focusing on vocabulary

7. Motivation and purpose

There are many different purposes for reading.

Research findings
A reader reads a text to understand its meaning, as well as to put that
understanding to use. A person reads a text to learn, to find out information, to be
entertained, to reflect or as religious practice. The purpose for reading is closely
connected to a person’s motivation for reading. It will also affect the way a book is
read. We read a dictionary in a different way from the way we read a novel. In the
classroom, teachers need to be aware of their students’ learning needs, including
their motivation for reading and the purpose that reading has in their lives.
Practical applications
• By talking to students about the different purposes for reading, they will become
more aware of what to focus on as they read.
• The use of different types of texts (stories, news articles, information text,
literature) promotes different purposes and forms of reading.
• The use of authentic texts and tasks will promote purposeful reading.
• Books and reading materials that are interesting and relevant to students will
motivate them to read more.
• Make connections between reading and students’ lives. • Develop a love for
reading, because it extends beyond academic success.
CHAPTER III

This chapter started by emphasizing listening as an active, purposefulprocess. It

involved processing information based on both overall top-down schema and the
bottom-up “building blocks” of language such as vocabulary and grammar.
Prelistening tasks are suggested as ways to integrate a learner’sprocessing. I also
considered text difficulty, authenticity, and the use of strategies. Exposing
learners to a variety o f tasks, as well as different types of listening, is helpful in
enabling them to become more skillful listeners. To that end, examples of how to
incorporate these ideas into the classroom and ways to modify textbook tasks are
provided. If we do these things, our learners can become more effective, active
listeners.

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