Silent reading Kinds of Reading
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Meanwhile, Elizabeth 2006 propose some principles in teaching reading:
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a. Oral reading. The ability to attend to the individual sounds within
words phonological and phonemic awareness is also an oral skill that is closely associated with reading ability.
b. Phonological phonemic awareness. Phonological awareness refers to
the ability to attend to the sounds of language as distinct from its meaning.
c. Fluency. Fluency is important because it is closely related to
comprehension. Fluent readers recognize words quickly, but also know where to place emphasis or paused during reading.
d. Vocabulary. Vocabulary is cruciak to reading comprehension. In order
to undesrtand the text, readers need to know the meanings of individuals words.
e. Prior knowledge. Readers use prior knowledge to undesrtand texts.
Having more prior knowledge generally aids comprehension. f.
Comprehension. Good readers are aware of how well they understand a text while reading. Good readers also take active steps to overcome
difficulties in comprehension. Students can be instructed in strategies to improve text comprehension and information use.
g. Motivation and purposes. Teachers need to be aware of their students’
learning needs, including their motivation for reading and the purpose that reading has in their lives.
h. Integrated reading and writing. Developing reading skills through
writing is an effective strategy. It helps students to establish the connection between oral and written language.
i. Text. Choosing texts of the right difficulty and interest levels will
encourage children to read and to enjoy what they are reading. j.
Assesment. Two forms of reading assesment are to find out how well children are reading in order to help them improve diagnosis and to
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Elizabeth, Teaching Reading..., p 8-22
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measure how much progress has been made. Both forms of assesment are needed for effective reading instruction.
k. Culture factors. Culture knowledge affects reading comprehension.
Having rich but different types of cultural knowledge will affect undesrtanding and appreciation of written text.
l. Practice. Readers make progress by reading more.
There are six principles in teaching reading according to Jeremy Harmer. First, reading is not a passive skill; second, students need to be engaged with what
they are reading; third,students should be encouraged to respond to the content of a reading text, not just to the language; fourth, prediction is a major factor in
reading; fifth, the the task to the topic; and sixth, good teachers oxploit reading text to the full.
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