Reading to learn Purpose of Reading

7. Problems of Reading

There are many problems faced by a reader as reading. According to Paula Fleming, there are some typical causes which then arise toward students’ difficulty in reading such as: a. Limited intelligence b. Overemphasis on word recognition c. Overemphasis on oral reading d. Insufficient background for reading selections e. Failure to adjust reading techniques to reading purpose f. Lack of appropriate teacher guidance 12 The six problems above would be explained further concerning the causes and how to overcome those shortcomings in order a reader is able to comprehend kinds of reading selections. In the first problem area, it is known that a fairly close relationship exists between intelligence and the ability to read. Since general intelligence is the most important factor in readiness for reading, it is obvious that intelligence tests are useful for appraising certain phases of readiness to read. 13 When we illustrate that correlation, it can be understood that there is a substantial correlation between intelligence and reading ability. It is true that a child who is intelligent enough to go to school is intelligent enough to learn to read simple mater ials. Nevertheless, a child’s ability to comprehend in reading is limited by the conceptual load that his mental ability enables him to carry. Thus, as a teacher, we should never underestimate a student’s mental development, but we should adjust the task to his capabilities to grow his power toward reading. Next, the second problem area is word recognition. Students may get difficulty in recognizing the word as they read. It is caused by the differences in syntactical patterns of the students’ native language and the target language. 14 In 12 Paula Fleming, Better Reading Skills, Hong Kong: Oxford University Press, 1981, p.6. 13 J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, p. 101. 14 Jo Ann Aebersold, From Reader to Reading Teacher; Issues and Strategies for Second Language Classrooms, New York, Cambridge University Press, 1997, pp. 12 – 13.