INTRODUCTION
Reading is an important skill in learning a foreign language. Students can improve their English and expand their vocabulary outside of class by reading on their own. Unfortunately, many teachers believe that teaching reading to children causes them to lose their motivation to learn English (Paul, 2003). This view is usually based on the teacher’s experience in using reading materials in the course book that are often long, boring, and/or filled with difficult words. However, reading can be fun and motivating if the language and the tasks are at the right level for the students and if the teacher uses the appropriate method and approach.
PRINCIPLES OF TEACHING READING
Two approaches that are useful in teaching reading to elementary school students are the word approach and the whole language approach. Paul (2003) proposed the following principles for teaching reading to young learners using these approaches:
• The word approach is used in introducing new vocabulary. Teaching a written word and its pronunciation without teaching its meaning is ineffective. It is more meaningful if students learn the meaning of a word and how to say it before they see the written word, especially when the sound and spelling are different.
• The word approach can be done with look and say activities or through word recognition games such as matching words and pictures, finding the objects of the words written on cards, rearranging jumbled letters, completing missing letters in words, drawing pictures next to words, putting words in puzzles, etc.
• In the whole language approach, children do not read words in isolation but in connection to other words. They read sentences that have meaning. For example, students read sentences with pictures that show the meanings or read a story that they are already familiar with. If the students find an unfamiliar word, they can guess the meaning by using context clues.
• Combining word and whole language approaches are good idea. Pre-teaching a story’s vocabulary using the word approach before giving the reading text to students helps them understand the text. If the teacher knows that the story text is not too difficult, the whole-language approach can be used, allowing the students to guess the meanings of unfamiliar words in the text.
BENEFITS OF TEACHING READING
Teaching reading to young children benefits them in many ways, including the following:
• Reading helps children thrive in school.
• Reading expands children’s knowledge of vocabulary, spelling, and writing.
• Reading texts give good models of writing.
• Good reading texts stimulate discussions and imagination.
• Reading aloud exposes children to grammar, phrases, and vocabulary that will be useful in improving their speaking skills and in their ability to express themselves well.
• Reading aloud helps children understand the relationship between printed words and their sounds and meanings.
• Children can expand their vocabulary by guessing the meanings of unfamiliar words based on the context of a reading text.
TIPS FOR TEACHING READING
Teachers can easily make reading an enjoyable and consistent part of classroom activities, Following are several tips to help teachers achieve this goal:
• Set a regular reading time with the students.
• Supply the students with interesting books to read at school and at home, if possible.
• Encourage parents to have a family reading time.
• Motivate children to read different kinds of texts, such as game directions, road signs, menus, etc.
• Take students to the library, if possible.
• Help students solve their reading problems as soon as possible.
• Show enthusiasm and give genuine praise for students’ reading.
READING ACTIVITIES
To make reading enjoyable and to help students improve their reading skills, teachers should vary the types of reading activities. The reading activities described below are only some of the many reading activities that can be used with young learners.
• Extensive Reading
Children choose what they want to read from the selections provided either by the teacher or from other sources outside class such as children’s magazines, comics, storybooks, novels, and web pages.
This activity usually involves ‘reading for pleasure’ as the students normally choose what they like.
• Intensive Reading
This type of reading usually takes place in the classroom, and the teacher generally decides the texts. The teacher uses the texts to help children develop reading skills such as skimming (reading for general information), scanning (reading for specific information), predicting what they are going to read, and guessing the meaning of vocabulary from context.
• Predicting
The teacher shows pictures that go with the text or, if there are no pictures, uses the title to discuss the topic and ask questions. This process helps the students predict what they are going to read. Students can activate and recall any vocabulary and knowledge related to the topic, which makes the reading easier to understand.
• Jumbled Letters, Words, Sentences, and Paragraphs
1. Jumbled letters:
In the word approach to reading, the teacher might provide the students with jumbled letters for them to practice spelling the words they have learned.
2. Jumbled words:
Students arrange words to make sentences. This activity makes the students aware of sentence structures and word relationships needed to make a sentence.
3. Jumbled sentences:
Students rearrange sentences to form a paragraph. They must use their knowledge of paragraph structure to connect sentences so they make a meaningful paragraph.
4. Jumbled paragraphs:
This activity is only suitable for older students with sufficient knowledge of English. To rearrange the paragraphs, the children use their logic and higher-level knowledge of connectors and transitions. Younger students can perform this activity if they hear the story read aloud before attempting to arrange the paragraphs in proper order.
• Following Instructions
There are a variety of activities in this category, including activities such as read and color, read and draw, and read and act. Also in this category are how to make types of activities that require the students to make something or to operate an instrument by following written instructions. Most students enjoy these activities as they are closely related to what they do everyday, such as playing games.
• Comprehension Questions
There is a wide variety of activities to help children understand what they read. Some examples are comprehension questions, true/false questions, completing a chart/table, matching, rearranging pictures, and drawing a scene illustrating what they have read.
• Gap-fill Sentences
The teacher gives the students incomplete sentences. A word or phrase is missing from each sentence, and the students must complete the sentences using provided words or phrases. This activity requires students to understand the meaning of each sentence.
• Cloze Paragraphs
Similar to gap-fill sentences, this activity requires students to find the missing words or phrases in a paragraph. To do this, the students need to understand the paragraph and how the sentences relate to one another.
• Retelling
Retelling helps children develop not only their reading skills but also their verbal skills. After reading a short text, the children are required to practice retelling the text in a small group, using their own language and choice of vocabulary. After practicing with their groups, students may be asked to retell the text to the whole class.
• Introducing New Books
Following are ideas for introducing new books and encouraging students to read them (Scott and Ytreberg, 1990):
o In a class of young learners, the teacher reads the book to the whole class several times. When the students are familiar with the story, many of them will want to read it again on their own.
o For older students (grades 4-6), the teacher can show the students the book and tell them what it is about.
o The teacher shows the book’s cover and pictures to the students, and students predict what the happens in the story.
o The teacher reads an interesting or funny part of the book.
• Book Reviews
Having students write book reviews can develop their critical thinking skills. Additionally, the sti1ents’ reviews can help the teacher choose suitable types of books for the students. They can also help the teacher observe the students’ progress. Reviewing what they read helps the students develop critical thinking and allows them to reflect on their progress. Following is an example of a simple way to record book reviews (adapted from Scott and Ytreberg, 1990):
The teacher asks the students to keep a record of the books they have read. Face images can be used to show the children’s responses:
the child likes the book
the child does not like the book
the child does not have a strong feeling about the book
Example of an Individual Book Review Record:
Name : Gyra
Book’s title
1. Happy Elephant √
2. The True Princess √
Likewise, the teacher can keep a record of what each child thinks of a particular book. For example:
Happy Elephant
Children’s names
1. Gyra √
2. Gita √
