Using grapheme rules and patterns to aid in bottom-up reading.
There are some reasons why teachers should teach reading to their students. In the first place, many of the students want to be able to read texts in
English either for their careers, study purposes, or simply for pleasure. The second reason stated by Harmer 1998: 68 is that any exposure to English is a good thing
for language students. At very least, some of the language sticks in their minds as a part of the processes of language acquisition, and, if reading text is especially
interesting and engaging, acquisition is likely to be even more successful. Harmer 1998: 68 also adds that reading texts provide good models for English writing.
When we teach the skills of writing, we will need to show students models of what we are encouraging them to do. According to him, reading texts also provide
opportunity to study language: vocabulary, grammar, punctuation, and the way sentences, paragraphs, and texts are constructed. The last reason stated by him is
that good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses, and be the springboard for well-rounded, fascinating
lessons. Teachers who teach reading not only transfer the knowledge to their
students but also play other important roles in order to enhance the students’ reading ability. The teachers have to guide or show the way to the students in
gaining knowledge and skills of reading. Then they also have to facilitate the learning process through giving some interesting activities which motivate their
students to interact with the reading materials, teachers, and other students. In order to enable the students to read, the teachers should give appropriate reading
materials to them and those should be adjusted with some factors such as
students’ characteristics, ages, needs, and interests. It is also significant for the teacher to create engaging condition and fun class atmosphere that can raise
stu dents’ motivation to read.