Effective Strategies in the Teaching of Reading

Topics: Reading, Dyslexia, Educational psychology Pages: 17 (4958 words) Published: March 4, 2014
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 morpheme, semantics, syntax and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema. Much of the elementary and high school students are having dilemma when it comes to their reading skills. Some students are not yet fluent in reading English as our second language that we use here in the Philippines. Some students are readers but with no comprehension, and some are good readers and with comprehension. Teachers want to produce students, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Teachers use different styles that are appropriate to their students’ level for effective teaching. Teachers have varieties of teaching strategies in developing the reading skills of the students. The purpose of this study is to find out the effective strategies in the teaching of readingas perceived by the English teachers. Basically, it is to have the knowledge on what strategies teachers commonly use in developing the reading skills of the students. The perception of the teachers regarding the effective strategies used in teaching reading in terms of different aspects will be the focus of this study.

II. Statement of the Problem
This case study aims to discover the effective strategies in teaching reading as perceived by English teachers of Blessed John Paul II Academy, S.Y. 2013-2014.
In particular, this...
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