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Introduction:
Reading is the most important skill in English language from other language skill in acquiring
skill
...
It is a cognitive process of decoding symbols to
derive meaning from text (as reading in a book or reading from music)

Main Goal of English Language:

Primary Level:

Secondary Level:

Oral Communication

Reading Comprehension

Reading

Oral Comprehension

Writing

Writing

Pronunciation

Grammar

Grammar

Pronunciation

Translation

Translation

Three components of Reading:
1
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Comprehension
3
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Two skills in Decoding:
1
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Word attack skill
Comprehension:
It is defines as the level of understanding of text/message
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Comprehension relies on a mastery of decoding
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Because their efforts to grasp individual words
are so exhausting, they have very little mental energy left for understanding
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It could be in the short term memory or long term
memory
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Required skill in Reading
1
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3
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Skills related to eye movements
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Reading is fundamental to function in today’s society
2
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3
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4
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5
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Reading develops the creative side of people
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Reading is fundamental in developing a good self image
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Good reading skills, especially in phonics program improve spelling
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Reading helps to expand the vocabulary
10
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TYPES OF READING
Several types of reading may occur in a language classroom:
Oral
Silent
Intensive
a
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content
Extensive
a
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scanning
Intensive Reading
Intensive reading "calls attention to grammatical forms, discourse markers, and other surface
structure details for the purpose of understanding literal meaning, implications, rhetorical
relationships, and the like
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Intensive Reading Characteristics
 Reader is intensely involved in looking inside the text
 Focus on linguistic or semantic details of a reading
 Focus on surface structure details such as grammar and discourse markers


Identify key vocabulary



Draw pictures to aid them (such as in problem solving)



Read carefully

 Aim is to build more language knowledge rather than simply practice the skill of reading
Intensive Reading Activities
 Identify main ideas and details
 Making inferences
 Looking at the order of information and how it effects the message
 Identifying words that connect one idea to another
 Identifying words that indicate change from one section to another
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"
 extensive reading as "occurring when students read large amounts of high interest
material, usually out of class, concentrating on meaning, "reading for gist" and skipping
unknown words
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Extensive Reading Characteristics
 The purposes of reading are usually related to pleasure, information and general
understanding
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 Reading materials are well within the linguistic competence of the students in terms of
vocabulary and grammar
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 Reading speed is usually faster than slower
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 The teacher is a role model of a reader for the students
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 Reading may be combined with a writing component
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 Class time reading
 Students may set their own goals for their next session
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 Scanning involves quick eye movements, not necessarily linear in fashion, in which the
eyes wander until the reader finds the piece of information needed
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Scanning Activities
- Make predictions and guesses
- Use titles and tables of contents to get an idea of what a passage is about
- activate prior knowledge
- anticipate what they want to learn about the topic
- Use titles, pictures, and prior knowledge to anticipate the contents of the text
- Use key words, that may have been given to them by the teacher, that do not appear in the text,
that allude to the main idea
Skimming
Skimming is a quick reading to get:
To know the general meaning of a passage
To know how the passage is organized, that is, the structure of the text
To get the author´s purpose
Skimming Characteristics
 Skimming is used to build student confidence and an understanding that it is possible to
gain meaning without reading every word in a text
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This
method involves the student in surveying, questioning, reading, reviewing and reciting
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Skimming Activities


Locate facts and opinions

Sets a time limit to the reading activity
Reading Problems:
1
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Reading Retardation
3
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5
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7
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Reading Retardation: Originally used to designate the condition of all children whose reading
is significantly below age and grade norm, regardless of the children’s potential or intelligence
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This is synonymous with reading deficiency
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It is used broadly to designate the slow learner, the disabled reader, the bright
underachiever, the reluctant reader, and the culturally or socially deprived people
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It is often
genetically determined
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Secondary reading Retardation: Refers to reading disability for which the causation is mainly
environmental or external
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When a student has this type of learning disorder, he or she usually has problem with letter or
word recognition, as well as difficulties in pronouncing the words
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Students who have this issue may have problem with overall reading comprehension because
there can be so many ‘roadblocks’ that the overall meaning of the words become indecipherable
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They typically perform poorly on vocabulary tests, as well as on standardized

tests
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Memory Problem:
Short-term and long-term memory problems can be another aspect of reading comprehension
issues
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Omission of Words:
Some students with reading comprehension problem omit words when reading aloud
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Attention Deficit Disorder: (ADD)
A student with Attention deficit disorder may be at a risk of having reading comprehension
problem because of inability to concentrate on material for long period of time
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DECODING DIFFICULTIES:
1
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3
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5
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Confusion between the letters and the sounds they represent
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Reading without expression
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COMPREHENSION DIFFICULTIES:
1
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3
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5
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Inability to connect a ideas in a passage
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Difficulty distinguishing significant information from minor details
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RETENTION DIFFICULTIES:
1
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3
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Trouble in remembering or summarizing what is read
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Difficulty in applying context of a text to personal experiences
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Reading Strategies:
1
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3
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5
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Read aloud every day
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Put learning to use

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