Teaching Reading Comprehension

Topics: Reading, Dyslexia, Learning disability Pages: 19 (6440 words) Published: November 6, 2012

What is reading? 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. Researchs and classroom practices support the use of a balanced approach in teaching reading comprehension. Because reading comprehension 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. The theme of the research work consists in the new way of looking at the problem of teaching reading. Since teaching reading comprehension was always underestimated in teaching English as a second language, nonetheless it plays a great role in second language acquisition. The aim is to analyze the existent problems in teaching reading comprehension and find the ways out of this problem by suggesting a series of exercises that can be useful in classroom activities. Thus, according to the set aim we are to solve the following tasks: -to determine the aim and nature of teaching reading comprehension; -to open the essence of

-to describe the reading skills and teaching technics;
-to describe different approaches to teaching reading;
-to work out new technologies in teaching reading;
The scientific novelty: few would dispute the claim that comprehension is necessary in order for language acquisition to occur. In order to communicate effectively, learners must understand what is being said. To function successfully with a target language, learners depend upon their ability to comprehend the spoken and written word. Empirical studies have identified a positive relationship between listening ability and language acquisition as well as between reading ability and language acquisition. The theoretical and practical value of the research work consist in the material that was used during the investigation work which may be used in further researches and be helpful in lectures on methodology of the English language as well as to teachers and students in their practical lessons. Material under analysis is the literature on the theme of the work.

teaching reading exercise

1. The General Characteristics of Teaching Reading Comprehension

1.1 Reading Purpose and Reading Comprehension

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. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language...
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