Reading is an activeness with a purpose. A person may read in order to gain data or verify existing noesis, or in gild to critique a author's ideas or writing style. A person may likewise read for enjoyment , or to raise cognition of the language being read. The purpose for reading also determines the appropriate arroyo to reading comprehension. The chatty approach to linguistic communication teaching has given instructors a different understanding of the office of reading in the linguistic communication classroom and the type of texts that tin can be used in teaching.

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Teaching Reading : Goals and Techniques

one. Dr Sheeba two. Dr. Mohd. Hanif Ahmad

Equallysistant Professor Assistant Professor

Majmaah University, KSA MANUU, Hyderabad

Electronic mail id: sheeba11parvez@gmail.com Email.id: hanif69@gmail.com

Nigh the Author

Dr. Sheeba, presently working as an Assistant Professor in Majmaah University,

Majmaah KSA. She has been taught Communication Skills in Aligarh Muslim

Academy for 8 years every bit guest kinesthesia. Her areas of interest are ESP, Phonetics

and Spoken English, Study skills etc. She has many publications on teaching and

learning skills of English language Language in unlike International Journals.

Abstruse- Reading is an activity with a purpose. A person may read in order to

gain information or verify existing noesis, or in order to critique a author's

ideas or writing way. A person may as well read for enjoyment , or to enhance

knowledge of the language being read. The purpose for reading also determines

the advisable arroyo to reading comprehension . The communicative arroyo

to language teaching has given instructors a unlike understanding of the role of

reading in the language classroom and the blazon of texts that can be used in

instruction.

Key Words : Reading, Texts, comprehend, Process, Strategies, Authentic Material.

Introduction: Reading is a complex "cognitive process" of decoding

symbols in order to construct or derive meaning. Reading is a ways of

language acquisition, communication and of sharing information and ideas.

The purpose for reading also determines the advisable arroyo to reading

comprehension . A person who needs to know whether she tin can beget to eat

at a particular restaurant needs to comprehend the pricing data

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provided on the menu, but does non need to recognize the name of every

titbit listed. A person reading poesy for enjoyment needs to recognize

the words the poet uses and the ways they are put together, but does not need

to place main thought and supporting details. All the same, a person using a

scientific commodity to support an opinion needs to know the vocabulary that

use, sympathize the facts and cause-consequence sequences that are presented, and

recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readersouth

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 dissimilar skills interacting: perceptual processing, phonemic

processing, call back

Read for a purpose; reading serves a function

Reading equally a procedure-

Reading is an interactive process that goes on betwixt the reader and the text,

resulting in comprehension . The text presents letters , words , sentences and

paragraphs that encode significant. The reader uses noesis, skills and

strategies to decide what that pregnant is.

Reader knowledge , skills and strategies include-

Linguistic competence- power to recognize the elements of the writing system;

knowledge of vocabulary and how words are structured into sentences.

Soapbox competence- knowledge of discourse markers and how they connect

parts of the texts to one some other.

Sociolinguistics competence- knowledge about different types of texts and

their usual structure and content.

Strategic competence-the power to use pinnacle-down strategies besides as

knowledge of the language . Reading comprehension is thus much more than

decoding. Reading comprehension results when the reader knows which skill

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and strategies are appropriate for the type of texts , and understand how to apply

them to accomplish the reading purpose.

Goals and Techniques for Teaching Reading -

Reading Process- Information technology can develop pupil's awareness of the reading process

and reading strategies by asking students to recall and talk nearly how they read

in their native language.

- Allow students to practice the full repertoire of reading strategies by

using reading material.

- Students practice reading strategies in classin their reading

assignments . It encourage students to be conscious of what they are

doing while they consummate reading assignments.

Integrating Reading Strategies- Instructors can assist their students to become

more effective readers by instruction them how to use strategies earlier, during and

after reading.

Before Reading – plan for the reading task. Fix a purpose in advance what to read

for. Discuss if more linguistic or background knowledge is needed.

During and afterwards Reading- Verify predictions and check for inaccurate guesses

Make up one's mind what is and is not of import to understand.

Reread to check comprehension

Ask for help.

Afterward Reading- Evaluate comprehension and strategy use.

Evaluate comprehension in a detail job or surface area .

Modify strategies if necessary

Using Authentic Fabric and Approach-

For students to develop communicative competence in reading , classroom and

homework reading activities must resemble existent-life reading tasks that involve

meaningful communication.

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The reading textile must be authentic. It must be the kind of fabric that

students will demand and want to be able to read when travelling, studying abroad, or

using the language in other contexts outside the classroom.

Rather than simplifying a text by changing its language , get in more than

approachable past eliciting student's existing knowledge in pre-reading give-and-take,

reviewing new vocabulary earlier reading and asking students to perform tasks that

are within their competence, such as skimming to go the main idea or scanning for

specific information , before they brainstorm intensive reading.

2. The reading purpose must be authentic . Students must be reading for reasons

that brand sense and relevance to them.

3. The reading arroyo must also be authentic. Students should read the text in

such a mode that matches the reading purpose, the blazon of text, and the way people

normally read.

Strategies for developing reading skills

Strategies that can aid students read more than quickly and finer include

Previewing : reviewing titles, section headings, and photo captions to go a

sense of the structure and content of a reading choice

Predicting: using cognition of the subject area affair to make predictions about

content and vocabulary and cheque comprehension ; using noesis of the

text blazon and purpose to make predictions most discourse structure ; using

cognition nearly the author to brand predictions about writing , vocabulary

and content.

Skimming and scanning: using a quick survey of text to get the primary idea,

identifying text structure , conform or question predictions

Guessing from context: using prior noesis of the subject and the ideas

in the text every bit clues to the meanings of unknown words , instead of stopping

to wait them up.

Paraphrasing : stopping at the end of a section to check comprehension past

restating the data and ideas in the text.

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Instructors can assistance students learn when and how to utilize reading strategies in

several ways.

By modeling the strategies aloud , talking through the processes of

reviewing, predicting , skimming and scanning, and paraphrasing. This

shows students how the strategies piece of work and how much they can know about

a text earlier they begin to read discussion by give-and-take.

By allowing time in class for group and individual previewing and

predicting activities as preparation for in- class or out of grade reading.

By using cloze (fill up in the blanks) exercises to review vocabulary items.

This help students learn to guess pregnant from context.

By encouraging students to talk about what strategies they think volition aid

them approach a reading consignment, then talking later reading about

what strategies they actually used.

Reading to Learn

Reading is an essential part of language instruction at every level considering information technology

supports learning in multiple means.

Reading to learn the language: Reading material is language input. By

giving students a variety of materials to read, instructors providemultiple

opportunities for students to absorb vocabulary , grammar ,sentence

structure and soapbox structure as they occur in authentic contexts.

Reading for content information: Reading for content data in the

language classroom gives students both authentic reading cloth and an

authentic purpose for reading.

Reading for cultural knowledge and awareness: Reading everyday materials

that are designed for native speakers tin can give students insight into the

lifestyles and worldviews of the people whose language they are studying.

When students have access to newspapers , magazines, and Due westeb sites, they are

exposed to culture in all its variety, and monolithic cultural stereotypes begin to

break down.

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When reading to learn, students need to follow four basic steps:

one. Figure out the purpose for reading.

ii. Attend to the parts of the text that are relevant to the identified purpose and

ignore the residue. This selectivity enables students to focus on specific items in the

input and reduces the corporeality of information they take to hold in brusk term

memory.

3. Select strategies that are appropriate to the reading task and use them flexibly

and interactively.

4. Check comprehension while reading and when the reading job is completed.

Developing Reading Activities

A fully developed reading activity back up students as readers through pre-reading,

while reading, and mail service reading activities. Reading activities that are meant to

increase chatty competence should be success oriented and build upwardly

students' conviction in their reading ability.

Construct the reading activity around a purpose that has pregnant for the

students

Make certain students understand what the purpose for reading is : to get the main

thought, obtain specific information, understand most or all of the message, enjoy a

story, or decide whether or non to read more.

Check the level of difficulty of the text.

How is the information organized?

How familiar are the students with the topic?

Does the text contain back-up?

Does the text offering visual support to assist in reading comprehension?

Does the text comprise redundancy?

Does the text offering visual back up to aid in reading comprehension? Visual

aids such every bit photographs, maps, and diagrams help students preview the

content of the text, guess the significant of unknown words, and check

comprehension while reading.

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Use pre-reading activities to prepare students for reading

The activity utilize during pre-reading may serve equally training in several ways.

During pre-reading you may:

Assess students' groundwork knowledge of the topic and linguistic content

of the text.

Give students the groundwork knowledge necessary for comprehension of

the text, or actuate the existing knowledge that the students possess.

Clarify any cultural information which may exist necessary to comprehend the

passage.

Make students enlightened of the type of text they will exist reading and the purpose

for reading

Provide opportunities for group or collaborative work and for class

word activities.

Sample pre-reading activities:

Using the championship , subtitles, and divisions within the text to predict content and

organization or sequence of information

Looking at pictures , maps, diagrams or

graph and their captions

Talking about the author's background , writing style , and usual topics

Skimming to find the theme or chief idea and eliciting related prior

knowledge

Reviewing vocabulary or grammatical structures

Reading over the comprehension questions to focus attention on finding that

data while reading

Constructing semantic webs

Doing guided practice with guessing meaning from context or checking

comprehension while reading.

Pre-reading activities are virtually important at lower levels of language proficiency

and at earlier stages of reading instruction.

Lucifer while –reading activities to the purpose for reading

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In while- reading activities, students check their comprehension as they read. The

purpose for reading determines the appropriate type and level of comprehension.

When reading for specific information,

When reading for pleasure , Exercise I empathise the story of ideas well enough

to savour reading this?

When reading for thorough understanding students need to enquire themselves

Practise I empathize each chief idea and how the author supports it?

Using Textbook Reading Activities

Many language textbooks emphasize production over procedure , providing little or no

contextual information about the reading selections or their authors, and few if any

pre-reading activities. You tin use the guidelines for developing reading activities

given here equally starting points for evaluating and adapting textbook reading

activities. Apply existing , or add your ain , pre-reading activities and reading

strategy do as advisable for your students. Another trouble with reading

selections is that they take been adapted to a predetermined reading level through

aligning of vocabulary, grammar , and judgement length. This makes them more

immediately outgoing , but information technology also means that they are less authentic and do not

encourage students to apply the reading strategies that they will need to utilise outside

the class.

Assessing Reading Proficiency

Reading ability is very hard to assess accurately. In the communicative

competence model, a student's reading level is the level at which that student is

able to use reading to attain advice goals.

Reading aloud

A student'southward performance when reading aloud is not a reliable indicator of that

student'due south reading ability. A educatee who is perfectly capable of understanding a

given text when reading it silently with word recognition and speaking power in

the way that reading aloud requires. However, reading aloud tin can help a teacher

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assess whether a student "seeing" word endings and other grammatical features

when reading. Enquire the due southtudent to read a judgement silently i or more times, until

comfy with the content .This procedure let the educatee to process the text ,

and permit you encounter the results of that processing.

Comprehension Questions

Instructors often use comprehension questions to examination whether students have

understood what they have read. In order to test comprehension appropriately ,

these questions need to be coordinated with the purpose of reading. If the purpose

is to notice the specific information , comprehension questions should focus on that

data.

In everyday reading situations , readers take a purpose for reading before they

start. To make reading assessment in the language classroom more like reading

outside the of the classroom, therefore allow students to review the comprehension

questions before they begin to read the test passage.

Finally when the purpose for reading is enjoyment , comprehension questions are

beside the bespeak .

Research indicates that we congenital comprehension through the teaching of

comprehension strategies and surroundings that support an understanding of text.

Teaching reading comprehension is an active process of amalgam meaning, not

skill application. The act of constructing significant is-

Interactive- text and context involvement

Strategic- Purpose for reading

Adaptable- different text for different purposes.

Existent Reading- When y'all read text and think at the same time you are "real

reading" or existence metacognitive( as the meaning you become from a slice of literature

that is interwined with the pregnant you bring to it.) In reading, synthesizing is the

process of recalling, ordering and recreating into a coherent whole the information

with which our minds are bombarded everyday.

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Conclusion: For many years , comprehension is the merely reason for reading.

Without comprehension , reading is a frustrating, pointless exercise in give-and-take

calling. It is no exaggeration to say that how well students develop the ability to

comprehend what they read has a profound effect on their entire lives.

Comprehension pedagogy followed what the study chosen mentioning, practicing

and assessing procedure where teachers mentioned a specific skill past completing

work book pages. It is plausible that preparation in the nature of the foundational

reading skills and enquiry- based instructional approaches would improve

instructor's do to a caste that would exist evident in earning outcomes for their

students.

Bibliography:

1.) Allington, R. L. (2001). What really matters for struggling readers. New York:

Longman

ii.) Buehl, D. (2001). Classroom strategies for interactive learning (2nd ed.).

Newark, DE: International Reading Association

3.) Durkin, D. (2004). Teaching them to read (sixth ed.). Boston: Pearson.

4.) Harvey, Due south., & Goudvis, A. (2000). Strategies that work: Teaching

comprehension to enhance understanding. Portland, ME: Stenhouse.

v.) Krashen, S. (1993). The Power of Reading: Insights from the Inquiry.

Englewood, CO: Libraries Unlimited.

six. ) Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse.

7. )Paris, Southward. How to teach and assess reading comprehension. Retrieved May 16,

2007, Web site: http://world wide web.ciera.orthousand/library/presos/2004/csi/sparis.pdf.

8.) Routman, R. (2002). Reading essentials: the specifics you lot need to teach reading

well. Heinemann.

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9.) Swartz, S.L., et al. (2003). Guided reading and literacy centers. Carlsbad, CA:

Dominie Press.

x.) Due westilhelm, J. D. (2001). Improving reading comprehension with think-aloud

strategies. Jefferson City, MO: Scholastic Professional Books.

11.) Westwardilhelm, J. D., Baker, T.N., & Hackett, J.D. (2001). Strategic reading:

Guiding students to lifelong literacy 6-12. Portsmouth, NH: Boynton/Melt.

12.) Wisconsin Section of Public Instruction (1989). Strategic Learning in the

Content Areas. Madison, WI: Wisconsin Department of Public Instruction.

13.) Wisconsin Department of Public Instruction (2000). Wisconsin makes the

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