Teaching Reading: Methods and Techniques For Teaching English I

TEACHING READING
METHODS AND TECHNIQUES FOR TEACHING ENGLISH I
MAY 16, 2019

Teaching reading draws upon an extensive knowledge base and
repertoire of strategies. Contrary to the popular theory that
learning to read is natural and easy, learning to read is a
complex linguistic achievement.
For many students, it requires effort

and incremental skill development.
Moreover, teaching reading requires
considerable knowledge and skill,
acquired over several years through
focused study and supervised
practice.
PRINT AWARENESS
 Print awareness is understanding that print is
organized in a particular way — for example, knowing
that print is read from left to right and top to bottom.
It is knowing that words consist of letters and that
spaces appear between words.
GUIDELINES FOR PROMOTING PRINT
AWARENESS
 Read to students
 Use "big books" and draw attention to words and letters
 Encourage students to play with print
 Allow students to practice what they are learning
SOUNDS OF SPEECH
 To understand a spoken language, a child must be
able to hear and distinguish the sounds that make up
the language. Most children can distinguish between
different speech sounds in their native language. For
example, almost all native English speakers can hear
the difference between similar English words
like grow and glow.
SPEECH SOUNDS: SUGGESTED ACTIVITIES
Good vibrations
Practice differentiating voiced and unvoiced speech sounds with
your students.
Human phonemes
Make a list of simple rhyming words and a second column of
words with a different medial (middle) sound.
bat - bit
hat - hit
sat - sit
The alphabetic principle
Students should sit on the floor in a circle or at tables. Give each student
five blocks, chips, or other similar objects.
PHONICS
The goal of phonics instruction is to help children

learn the alphabetic principle — the idea that
letters represent the sounds of spoken language —
and that there is an organized, logical, and
predictable relationship between written letters and
spoken sounds.
Children are taught, for example, that the letter n

represents the sound /n/, and that it is the first letter in
words such as nose, nice and new.
FLUENCY
 Fluency is the ability to read a
text accurately, quickly, and
with expression. Reading
fluency is important because it
provides a bridge between
word recognition and
comprehension.
ACTIVITIES FOR STUDENTS
TO INCREASE FLUENCY
Student-teacher reading
Choral reading
Tape-assisted reading
Partner reading
VOCABULARY
 Vocabulary plays a fundamental role in the reading
process and is critical to reading comprehension. A
reader cannot understand a text without knowing
what most of the words mean.
 Students learn the meanings of most words

indirectly, through everyday experiences with oral
and written language. Other words are learned
through carefully designed instruction.
SPELLING
 Nearly 90 percent of English words can be
spelled if you know the basic patterns,
principles, and rules of spelling. Students can
use these rules as an aid to spelling unknown
words.
 If a child can spell a word, he or she can
usually read the word. Good spellers end up as
better readers and writers.
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.
Readers typically make use of

background knowledge, vocabulary,
grammatical knowledge, experience
with text and other strategies to help
them understand written text.
Learning to read is an important educational goal.
For both children and adults, the ability to read opens
up new worlds and opportunities.
TYPES OF READING
Extensive Reading Intensive Reading
Rapid reading of large quantities of Reading in detail with specific

Definition material or longer reading for general learning aims and tasks (Brown,
understanding (Carrell and Carson, 2007).
1997 in Richards and Renandya
2002).
A lifelong reading habit, enjoyment Detailed meaning, developing reading

Purpose
and general reading skills. skills vocabulary and grammar
knowledge.
Place
& time Out of the course In the course
DIFFERENTIATION BETWEEN EXTENSIVE AND INTENSIVE READING:
Extensive Reading: Intensive Reading:

1. Long texts/ books. 1. Short texts.
2. Helps students to develop 2. Helps students to develop reading

reading fluency. skills, vocabulary and grammar
knowledge.
3. General understanding.
3. Detailed meaning from the
text.
4. What is being read.
4. Linguistics
components.
ROLES OF TEACHER
Extensive Reading Intensive Reading
1. Promoter 1. Organizer
2. Teacher persuades students 2. Observer
3. Organizer 3. Feedback-organizer
4. Teacher monitors 4. Prompter

students’ reading
READING SEQUENCES
•Reading sequences involve more than one language skill.
•The used of reading sequences is for the students practice
specific skills, such as skimming and scanning.
ESA
E = Engaged Activity
S = Study Reading
A = Activate
EXAMPLE OF READING SEQUENCES
Example 1
• Level : Elementary
• Skills : predicting, reading for gist, reading for detailed.

• Topic : Attractive
• Activities :
1. Engaged
2. Activate : With students’ partner, they fill the table after reading the text.
Not very
Very Important Important
Important
Physical
appearence
Clothes
Job or education
Family
Money and
possessions
Religion
Personality or
character
Politics
Other..
3. Study reading : by leading the teacher, the students
answer the questions.
Questions related to the text:

• Which do men think are most important?
• Which do women think are the most important?
• Do you agree?
4. Activate Exercises:
a. the teacher asked the students to think of
people who they find attractive (friends, film
stars, athletes, etc)
b. the teacher asked the students to say what
the most attractive thing about them is. The
discussion can lead on to descriptive writing.
Mixed Skills: Speaking, Reading and Writing

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TEACHING READING

METHODS AND TECHNIQUES FOR TEACHING ENGLISH I

MAY 16, 2019

For many students, it requires effort

The goal of phonics instruction is to help children

Children are taught, for example, that the letter n

 Students learn the meanings of most words

Readers typically make use of

Rapid reading of large quantities of Reading in detail with specific

A lifelong reading habit, enjoyment Detailed meaning, developing reading

Extensive Reading: Intensive Reading:

2. Helps students to develop 2. Helps students to develop reading

2. Teacher persuades students 2. Observer

4. Teacher monitors 4. Prompter

• Skills : predicting, reading for gist, reading for detailed.

Questions related to the text:

Mixed Skills: Speaking, Reading and Writing

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