Teaching-Reading-Skills-.pdf

14

Table of Contents

TABLE OF CONTENTS .......... ...................... ....................... ...................... ....................... ....................... .................. ......... ..  2

Reading is a receptive language process. It is the process of recognition, interpretation, and perception of written or printed materials. Reading  proficiency plays a great role in understanding a written written statement accurately and efficiently. efficiently. Reading serves as an important tool in every field of professional service ( service ( Abdul Halim,200!. Halim,200! .

In "nglish foreign language teaching, reading is one of the most important factors in assessing a learner# learner #s linguistic competence. However, it is a common problem for some students to complain about having trouble with how to read efficiently. $tudents $tudents always feel confused about the main idea of the passage even if they can get a full mar% to the &uestions following the passage. In addition , some teachers also find difficulties in increasing efficiency in reading classes. $o, therefore some of approches for teaching reading that teacher has to follow them and some of reading techin&ues .

However, due to many such reasons the students fail to comprehend te'tboo%s properly. his is largely reflected in the poor performance of the

14

students both in their classes, as well as in their everyday life. $o, life.  $o, it is important now to point out the problems e'isting in the present reading leearning and provide some proposals for how to teach reading efficiently. efficiently.

Indeed , the teaching of reading has been an essential part of learning a language ever since foreign language began to be taught ( )elly,*++!.

iao (200-! discusses that reading teaching becomes teaching of language points %nown as grammar and vocabulary. his %ind of "nglish reading teaching to a great grea t e'tent hinders "/ students# language language  proficiency.  proficiency.

Reading helps in mental development and is %nown to stimulate the muscles of the eyes. Reading is an activity that involves greater levels of concentration and adds to the conversational s%ills of the reader. It is an indulgence that enhances the %nowledge ac&uired, consistently. consistently. he habit of reading also helps readers to decipher new words and phrases that they come across in everyday conversations ( rellet ,200*!

1ouglas(200* ! discusses that $tudents should be trained to be fle'ible in reading by using different %inds of e'ercises such scanning , s%imming ,and critical reading.

14

Reading is very important to our studying "nglish, especially reading speed, s%ills, factors and steps. $o we should master some good reading s%ills to improve our "nglish levels.

Two approches of were used in this research : uantati!e "ethod and ua#itati!e . Theua#itati!e approche :

ualitative research see%s out the 3why#, not the 3how# of its topic through the analysis of unstructured information 4 things li%e interview transcripts and recordings, emails, notes, feedbac% forms, photos and videos. I investigated "'tensively many of boo%s , 5ournals and webessites and I relied on the these materials for gathering information.$o, the the most  parts of the research will involve theoretical basis such as ob5ectives of teaching reading , approaches to teaching reading ,and some of reading techni&ues .and stratigies for developing yor rading s%ills . The ua#itati!e "ethod $%uestionnaires&:

uantitative method method are research techni&ues that are used to gather &uantitative data 6 information dealing with numbers and anything that is measurable. $tatistics, $tatistics, tables and graphs, are often used to present the results of these methods. A five6point scale &uestionnaire was designed for the purpose of the study where students were presented with stated reading difficulties e.g. un%nown words ! and as%ed to grade their difficulty according to the ! 14

agreement scale ( strongly agree 4 strongly disagree !.he &uestionnaire was written in Arabic and distributed to 20 students of the same speciali7ation ( "nglish specialists !. "ighteen response were collected . his &uestionnaire was designed to yield data that would contribute to our  understanding of the nature of the problems that that students encounter in

. reading class

8y the way of reading ,a learner can master these high6tech and cultural %nowledge concerning "nglish 6spea%ing countries. As reading is the only time6saved way to absorb foreign advanced technology, by reading, we can learn more and ma%e cont ributions to the construction of our motherland .In that case, reading becomes necessary and urgentbecause Reading can help absorb all %inds of information. Reading "nglish boo%s, maga7ines etc can improve reading ability step by step, speeding up cultivating and forming good reading habits. $o. Reading can help us develop our interest.

 8y reading a lot, one can advance their "nglish bac%ground %nowledge and broaden his or her vision, inspire his thought, build the values, train the creative performance and develop his intelligence.

he psycholinguistic view 9s oals of teaching Reading are to to train students to form their e'pectation for a Reading activity ,to encourage students to ta%e ris%s in guessing , in ignoring the fact that they should always be correct , and to train students to use the minimum number of syntactic and semantic clues to obtain the ma'imum amount of information .

14

$tudents should therefore be trained trained to be fle'ible in reading by using different %inds of e'ercises , i.e. to obtain specific information ( scanning !, to obtain the general idea (s%imming ! , to obtain comprehensive understanding of reading ( through comprehension ! or to evaluate information (critical reading ! . $tudents should be aware of these ways of reading as aims aims so that they can determine proper strategies in reading .( Hasan' *++:!.

he pedagogical approach is organi7ed around a reading passage accompanied by comprehension &uestions .he passage is usually used as .a

vehicle to consolidate structure and vocabulary

;assages which contain syntactic structure and le'ical items beyond the learners9 competence are not easy to comprehend .he procedure to follow this case is to provide a list of the problematic words and phrases and their  meanings before learners are given the opportunity to read the passage ."

.hese called