Reading is an activity with a purpose. A person may read in guild to gain information or verify existing knowledge, or in club to critique a writer'southward ideas or writing style. A person may also read for enjoyment , or to enhance knowledge of the language being read. The purpose for reading also determines the appropriate arroyo to reading comprehension. The communicative approach to language education has given instructors a dissimilar agreement of the office of reading in the language classroom and the type of texts that can be used in didactics.

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Teaching Reading : Goals and Techniques

1. Dr Sheeba ii. Dr. Mohd. Hanif Ahmad

Every bitsistant Professor Assistant Professor

Majmaah University, KSA MANUU, Hyderabad

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

About the Author

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

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

University for 8 years as guest kinesthesia. Her areas of involvement are ESP, Phonetics

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

learning skills of English language Language in different International Journals.

Abstract- Reading is an action with a purpose. A person may read in order to

proceeds information or verify existing noesis, or in guild to critique a writer'southward

ideas or writing fashion. A person may also read for enjoyment , or to enhance

knowledge of the linguistic communication being read. The purpose for reading besides determines

the appropriate approach to reading comprehension . The communicative approach

to language teaching has given instructors a dissimilar understanding of the part of

reading in the language classroom and the type of texts that tin be used in

instruction.

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

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

symbols in society 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 appropriate arroyo to reading

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

at a particular restaurant needs to comprehend the pricing information

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provided on the menu, but does not need to recognize the name of every

appetizer listed. A person reading poetry for enjoyment needs to recognize

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

to place primary idea and supporting details. All the same, a person using a

scientific article to support an stance needs to know the vocabulary that

utilize, understand the facts and cause-effect sequences that are presented, and

recognize ideas that are presented as hypotheses and givens.

Reading enquiry shows that adept readersouthward

Read extensively

Integrate information in the text with existing cognition

Have a flexible reading style, depending on what they are reading

Are motivated

Rely on different skills interacting: perceptual processing, phonemic

processing, remember

Read for a purpose; reading serves a function

Reading as a procedure-

Reading is an interactive procedure that goes on between the reader and the text,

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

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

strategies to decide what that significant is.

Reader knowledge , skills and strategies include-

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

noesis of vocabulary and how words are structured into sentences.

Discourse competence- knowledge of discourse markers and how they connect

parts of the texts to ane some other.

Sociolinguistics competence- knowledge about unlike types of texts and

their usual structure and content.

Strategic competence-the ability to use top-down strategies also every bit

cognition of the language . Reading comprehension is thus much more than 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 use

them to attain the reading purpose.

Goals and Techniques for Teaching Reading -

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

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

in their native language.

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

using reading textile.

- Students practice reading strategies in classin their reading

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

doing while they complete reading assignments.

Integrating Reading Strategies- Instructors tin can help their students to become

more effective readers by pedagogy them how to apply strategies before, during and

after reading.

Earlier Reading – plan for the reading task. Fix a purpose in accelerate what to read

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

During and later on Reading- Verify predictions and check for inaccurate guesses

Decide what is and is not important to understand.

Reread to check comprehension

Ask for help.

Afterwards Reading- Evaluate comprehension and strategy use.

Evaluate comprehension in a particular chore or expanse .

Modify strategies if necessary

Using Authentic Material and Approach-

For students to develop communicative competence in reading , classroom and

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

meaningful communication.

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The reading material must exist authentic. It must be the kind of material that

students volition need and want to be able to read when travelling, studying abroad, or

using the language in other contexts exterior the classroom.

Rather than simplifying a text by changing its language , go far more

approachable by eliciting student'south existing noesis in pre-reading discussion,

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

are within their competence, such equally skimming to become the main idea or scanning for

specific data , earlier they begin 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 approach must also be authentic. Students should read the text in

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

normally read.

Strategies for developing reading skills

Strategies that can assist students read more quickly and effectively include

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

sense of the structure and content of a reading selection

Predicting: using noesis of the subject matter to make predictions near

content and vocabulary and cheque comprehension ; using cognition of the

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

knowledge about the author to make predictions near writing , vocabulary

and content.

Skimming and scanning: using a quick survey of text to get the main 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 expect them up.

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

restating the data and ideas in the text.

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Instructors can help students learn when and how to use reading strategies in

several means.

Past modeling the strategies aloud , talking through the processes of

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

shows students how the strategies work and how much they can know nigh

a text before they begin to read word by word.

Past allowing fourth dimension in class for grouping and individual previewing and

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

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

This help students larn to approximate meaning from context.

By encouraging students to talk virtually what strategies they call up volition help

them approach a reading assignment, and so talking afterwards reading about

what strategies they really used.

Reading to Learn

Reading is an essential part of language instruction at every level because it

supports learning in multiple ways.

Reading to acquire the linguistic communication: Reading cloth is linguistic communication input. Past

giving students a variety of materials to read, instructors providemultiple

opportunities for students to absorb vocabulary , grammer ,sentence

structure and discourse construction as they occur in authentic contexts.

Reading for content information: Reading for content information in the

language classroom gives students both accurate reading material and an

accurate purpose for reading.

Reading for cultural knowledge and sensation: Reading everyday materials

that are designed for native speakers can requite students insight into the

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

When students accept access to newspapers , magazines, and Westwardeb sites, they are

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

break downwards.

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

i. Figure out the purpose for reading.

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

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

input and reduces the amount of information they accept to hold in short 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 task is completed.

Developing Reading Activities

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

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

increase communicative competence should exist success oriented and build up

students' confidence in their reading power.

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

students

Brand sure students understand what the purpose for reading is : to get the main

idea, obtain specific information, empathise most or all of the message, enjoy a

story, or decide whether or not to read more.

Check the level of difficulty of the text.

How is the data organized?

How familiar are the students with the topic?

Does the text contain back-up?

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

Does the text contain redundancy?

Does the text offering visual support to assistance in reading comprehension? Visual

aids such as photographs, maps, and diagrams help students preview the

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

comprehension while reading.

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Use pre-reading activities to prepare students for reading

The activity use during pre-reading may serve as preparation in several ways.

During pre-reading you may:

Assess students' background knowledge of the topic and linguistic content

of the text.

Requite students the groundwork noesis necessary for comprehension of

the text, or activate the existing noesis that the students possess.

Analyze whatsoever cultural information which may be necessary to comprehend the

passage.

Make students aware of the type of text they will be reading and the purpose

for reading

Provide opportunities for group or collaborative work and for form

discussion activities.

Sample pre-reading activities:

Using the title , subtitles, and divisions inside the text to predict content and

organisation or sequence of information

Looking at pictures , maps, diagrams or

graph and their captions

Talking near the author's groundwork , writing way , and usual topics

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

cognition

Reviewing vocabulary or grammatical structures

Reading over the comprehension questions to focus attention on finding that

information while reading

Constructing semantic webs

Doing guided practice with guessing significant from context or checking

comprehension while reading.

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

and at earlier stages of reading education.

Match 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 pleasance , Practise I understand the story of ideas well enough

to enjoy reading this?

When reading for thorough agreement students need to ask themselves

Do I understand each principal idea and how the writer supports it?

Using Textbook Reading Activities

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

contextual information virtually the reading selections or their authors, and few if whatever

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

given here as starting points for evaluating and adapting textbook reading

activities. Utilise existing , or add your own , pre-reading activities and reading

strategy practise as appropriate for your students. Another problem with reading

selections is that they accept been adjusted to a predetermined reading level through

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

immediately outgoing , but it too means that they are less authentic and practice not

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

the class.

Assessing Reading Proficiency

Reading ability is very difficult to appraise accurately. In the communicative

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

able to utilise reading to reach communication goals.

Reading aloud

A student's operation when reading aloud is not a reliable indicator of that

student's reading ability. A student who is perfectly capable of understanding a

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

the style that reading aloud requires. Still, reading aloud can help a instructor

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

when reading. Inquire the student to read a sentence silently one or more than times, until

comfortable with the content .This procedure allow the educatee to process the text ,

and permit yous run across the results of that processing.

Comprehension Questions

Instructors often use comprehension questions to test whether students take

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

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

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

information.

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

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

exterior the of the classroom, therefore let students to review the comprehension

questions before they brainstorm to read the examination passage.

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

abreast the point .

Research indicates that we built comprehension through the teaching of

comprehension strategies and environment that back up an understanding of text.

Teaching reading comprehension is an active process of constructing meaning, non

skill application. The deed of constructing meaning is-

Interactive- text and context involvement

Strategic- Purpose for reading

Adjustable- different text for unlike purposes.

Real Reading- When y'all read text and remember at the same time y'all are "real

reading" or being metacognitive( as the meaning you get from a piece 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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Determination: For many years , comprehension is the only reason for reading.

Without comprehension , reading is a frustrating, pointless practice in word

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

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

Comprehension instruction followed what the written report chosen mentioning, practicing

and assessing procedure where teachers mentioned a specific skill by completing

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

reading skills and research- based instructional approaches would meliorate

teacher's practice to a degree that would be axiomatic in earning outcomes for their

students.

Bibliography:

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Longman

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

Newark, DE: International Reading Association

3.) Durkin, D. (2004). Teaching them to read (6th ed.). Boston: Pearson.

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

comprehension to enhance understanding. Portland, ME: Stenhouse.

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

Englewood, CO: Libraries Unlimited.

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

7. )Paris, S. How to teach and assess reading comprehension. Retrieved May xvi,

2007, Web site: http://www.ciera.oryard/library/presos/2004/csi/sparis.pdf.

8.) Routman, R. (2002). Reading essentials: the specifics you demand 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.

10.) Due westilhelm, J. D. (2001). Improving reading comprehension with retrieve-aloud

strategies. Jefferson Urban center, MO: Scholastic Professional person Books.

11.) Wilhelm, J. D., Baker, T.Due north., & Hackett, J.D. (2001). Strategic reading:

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

12.) Westwardisconsin Department of Public Education (1989). Strategic Learning in the

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

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

connexion: Teaching& testing reading comprehension. Madison: Wisconsin

Department of Public Instruction.

14.) Wormeli, R. (2005). Summarization in any field of study. Alexandria, 5A:

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to help your kids read it and get it! New York: Three Rivers Press.

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