Effective Strategies in the Teaching of Reading
A CASE STUDY ON ENG301:
THEORIES OF LANGUAGE TEACHING AND LEARNING
Entitled:
Effective Strategies in the Teaching of Reading as Perceived by the English Teachers of Blessed John Paul II Academy, S.Y. 2013-2014
I. Problem and It’s Background
Introduction
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print (Diane Henry Leipzig). The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.It requires to identify the words in print – a process called word recognition. To construct an understanding from them – a process called comprehension and to coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner.
Reading is done for a variety of reasons. A person may read to gain information, verify existing knowledge, or for enjoyment. Reading research shows that good readers read extensively, integrate information in the text with existing knowledge, have a flexible reading style and are motivated. They rely on different skills, such as perceptual processing and phonemic processing. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement.
Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use
THEORIES OF LANGUAGE TEACHING AND LEARNING
Entitled:
Effective Strategies in the Teaching of Reading as Perceived by the English Teachers of Blessed John Paul II Academy, S.Y. 2013-2014
I. Problem and It’s Background
Introduction
Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. Learn how readers integrate these facets to make meaning from print (Diane Henry Leipzig). The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.It requires to identify the words in print – a process called word recognition. To construct an understanding from them – a process called comprehension and to coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner.
Reading is done for a variety of reasons. A person may read to gain information, verify existing knowledge, or for enjoyment. Reading research shows that good readers read extensively, integrate information in the text with existing knowledge, have a flexible reading style and are motivated. They rely on different skills, such as perceptual processing and phonemic processing. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development, and refinement.
Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use