READING
A.How
can you help your students improve their reading ability?
Reading skills can often be
challenging to teach. Some students are natural readers; others need extra help
and guidance to improve their reading level. Spending extra time with students
one-on-one or in small groups will help you understand their specific needs and
personal learning styles. Though your student must be self-motivated and
willing to learn, you can do much in your role as teacher to encourage him and
help speed the process of improving his reading.
Instructions
1.Choose reading material in a subject that interests your
student.
If he is genuinely curious about the content
of what he is reading, he will be more enthusiastic about the process and learn
more. Find out something about your student's personality and main interests.
Look for articles, short stories, excerpts from biographies or news stories
regarding a topic of his choosing.
Make sure
the reading level is not too high or too low for your student. If there are too
many new and unfamiliar words, she won't understand enough of the passage to
comprehend the main points or answer the questions. This will cause her to lose
interest and "zone out." However, if your reading material is too
simple, she will not be challenged. It may take a few tries to figure out
exactly where her level is, so prepare a number of reading materials.
2.Provide your student with a task.
Give your student a few questions before
reading the passage so he is aware of what to look for when reading. If your
student is actively looking for the answers to the questions, he will be
engaged with the material and have a sense of accomplishment when completing
the task.
3.Explain new vocabulary.
You should
introduce about five to seven new words per reading passage. You can
"pre-teach" new words and then ask your student to identify where and
how these words are used in the passage, or you can ask him to look for the
words and guess their meaning based on their context in the reading. Ask
specific questions about the meanings of the words so you are sure your student
understands the exact meaning and appropriate usage of the vocabulary.
B. How to Motivate the Student to Improve Their
Reading Ability ?
A
positive, safe, loving environment will boost the student's self esteem and
motivate her to improve reading ability. Learning to read can be a struggle for
some students. Students who have difficulty reading may suffer from low self
esteem, which ultimately reduces the pupil's motivation to continue the
challenge. Teach the student that he can improve his reading ability through
positive re-enforcement and by creating a safe, loving environment. The result
will be a confident reader who will continue to improve and strive for reading
success.
Instructions
:
1.Set realistic reading goals. Students will feel more motivated to reach the next reading
level if they can achieve challenging, but realistic goals. If the student is
reading at a first grade level, set a goal of reaching grade 1.5.When setting
goals, instead of telling the student that she "must" reach a goal,
tell her to describe the steps she will take to reach the goal. Give her power
of ownership with goal setting which will boost her motivation and self esteem.
2.Provide the necessary tools for reading success. Whether its fluency or comprehension, students must
challenge abilities and learn from those challenges in order to improve. One of
the best ways to challenge reading abilities is to provide worksheets or
activities that pertain to a reading passage. Select a set of worksheets that
meets the student's reading level, and then allow the student to choose which
worksheet he wants to tackle first. Reading activities can also help improve
reading skills. For example, ask the student to write an alternate ending to
the story or act out the story.
3.Change your teaching methods from lesson to lesson. Keep students interested in reading by presenting and
evaluating reading progress differently from lesson to lesson. For example,
have students perform a play based on a book, then ask the other students to
answer questions based on the play. The next day, set up a scavenger hunt where
students find answers based on reading clues scattered throughout the room.
4.Praise and reward students' reading progress. If the student struggled with the same passage or type of
passage and finally mastered it, shower the student with praise and perhaps a
small reward.
Although
important for overall scholastic measurement, grades can become a source of
stress and de-motivation for many students, especially those struggling with
reading. De-emphasize the importance of grades and create situations where the
student is graded on her reading improvement and progress.
5.Give the student reading assigns on subjects that he is
interested in, such as baseball, weather,
computers, anything that would appeal to the particular student's interests.
C.
What makes a reading text easy or difficult?
There are some factors which make the
reading text easy or difficult to understand. The factor that makes the reading
text difficult to understand are :
Ø
Illegibility
A first, obvious difficulty relates to the legibility of a text. The students may have problems that are caused solely by the fact that what they are trying to understand has been poorly printed or copied, is badly set-out or is in a very small type-face.
A first, obvious difficulty relates to the legibility of a text. The students may have problems that are caused solely by the fact that what they are trying to understand has been poorly printed or copied, is badly set-out or is in a very small type-face.
Ø
Unfamiliar
Words
A written message may be difficult to understand because it contains many words that are unknown to the student. In the following text, for example, the instruction is simple but the language in which it is expressed is not familiar.
The factor that makes the reading
text Easy to understand, it is the contrast of the difficulty which make the
reading text hard to understand.A written message may be difficult to understand because it contains many words that are unknown to the student. In the following text, for example, the instruction is simple but the language in which it is expressed is not familiar.
Ø
Legibility
If the printed or the copied of the reading text is good, the type-face easy to read, it will be make the student’s mood nice and they will have more spirit to read it.
If the printed or the copied of the reading text is good, the type-face easy to read, it will be make the student’s mood nice and they will have more spirit to read it.
Ø
Familiar
word
If the words which content in the reading text easy or familiar with the student, she will have more feeling to read and they will easy to understand the reading text.
If the words which content in the reading text easy or familiar with the student, she will have more feeling to read and they will easy to understand the reading text.
Ø
Interesting
topic
By interesting topic can make the student attention focus on reading text. They will easy to understand the main or the point and the story of the reading text about.
By interesting topic can make the student attention focus on reading text. They will easy to understand the main or the point and the story of the reading text about.
Ø generally,
reading texts are easier if :
a. they contain 'simple' language-structure and vocabulary familiar to the students
b. they are short : simple sentences
c. they are clearly organized eg. there is a straightforward storyline or a clearly signposted argument
d. they are factual
e. they are in standard english with no specialized vocabulary
f. the topic is concrete and familiar
g. there is support in the way of layout, tittles, pictures, graphs, etc
a. they contain 'simple' language-structure and vocabulary familiar to the students
b. they are short : simple sentences
c. they are clearly organized eg. there is a straightforward storyline or a clearly signposted argument
d. they are factual
e. they are in standard english with no specialized vocabulary
f. the topic is concrete and familiar
g. there is support in the way of layout, tittles, pictures, graphs, etc
D.
What are different ways of reading ?(Skimming , Scanning, Intensive and
extensive reading).
A .Skimming refers
to the process of reading only main ideas within a passage to get an overall
impression of the content of a reading
selection.
selection.
How to Skim:
Ø
Read the title.
Ø
Read the introduction or the first paragraph.
Ø
Read the first sentence of every other
paragraph.
Ø
Read any headings and sub-headings.
Ø
Notice any pictures, charts, or graphs.
Ø
Notice any italicized or boldface words or
phrases.
Ø
Read the summary or last paragraph.
B. Scanning is a reading technique to be
used when you want to find specific information quickly. In scanning you have a
question in your mind and you read a passage only to find the answer, ignoring
unrelated information.
How to Scan:
Ø
State the
specific information you are looking for.
Ø
Try to
anticipate how the answer will appear and what clues you might use to help you
locate the answer. For example, if you were looking for a certain date, you
would quickly read the paragraph looking only for numbers.
Ø
Use headings and any other aids that will help
you identify which sections might contain the information you are looking for.
Ø
Selectively read and skip through sections of
the passage.
C. Intensive Reading is
The
work of Palmer (1921) notes that “intensive reading” means that the readers
take a text, study it line by line, and refer at very moment to the dictionary
about the grammar of the text itself.
Intensive is about studying minute
details and trying to wring absolutely every drop of information out of a
section of text. The easy way to compare these two types is reading the same
paragraph 100 times (intensive) vs. reading 100 different paragraphs
(extensive).
D .Extensive Reading is
It
is the view of Palmer (1964) that
“extensive reading” is considered as being reading rapidly. The readers
read books after books. Its attention is paid to the meaning of the text itself
not the language. The purpose of extensive reading is for pleasure and
information. Thus, extensive reading is also termed as “supplementary reading”.
Extensive
is when you try to cover vast amounts of materials, but just skip over the
parts you don’t know and try to get the general gist of things. It’s all about
context and the big picture. Once you get awesome, you can just sit down and
read a book and understand everything, and you’re doing an extensive exercise
still.
These two aspects of reading can play off each other.
Extensive reading gives you a sense of familiarity, and can help you get
curious about the language. You see things many times in different places, and
start to wonder about how they work, and you get a mild sense of how they work.
You slowly pick up the meanings of hundreds of words in parallel. When you then
do some intensive work, you can connect each new word to a lot of dots already
from your experience. There’s an existing web in which to place that new word.
E. How can you help students to understand a
reading text?
F. Is it useful for the students to read aloud ?
G. Technique of teaching reading
Jadwal
