a. The Nature of Reading
Reading is above all to do with the language, because in reading we meet all the components of the language such as vocabulary, grammar, and even the
pronunciation. Reading is also form of communication; it becomes the base of spoken language because reading turns the collection of symbols in a piece of
paper into ‘talk’, or in the case of silent reading, into an image of speech sound Moyle, 1972: 21-25.
Moyle also argues that reading involves the recognition of the important elements of meaning in their essential relations, including accuracy and
comprehension. In reading, the readers are expected not only to understand the message of the author, but also to reflect upon it, assess its value by comparing
with previously learned concepts and eventually to reach out in our imagination to new realms as a result of the stimulus of the text.
Another opinion about reading is also given by Wardhaugh, which is quoted in Dubin’s article. He says that reading is an active process in which the
reader must take an active contribution for drawing upon and using currently various abilities he has acquired Forum, 1982: 15. People think while they read.
In this activity the brain works, while it is responding to the text. Herr strengthens this idea as it is quoted from a book entitled Study is
Hard Work Amstrong, 1967: 35: Reading is never passive acceptance. It is an energy absorbing activity,
requiring movement of mind and sometimes heart, out to meet the mind of the author and to grasp the meaning of hisher caught. It is two ways process the
reader must give in order to receive.
This study deals with teaching reading to children, and according to Wallace 2003: 4 one of the difficulties which young children may have is the
ability to understand what is read. It is because they still have limited knowledge of English, especially the vocabulary mastery. If we wish our children to read with
understanding, to evaluate and also to think creatively as a result of their reading, the children must see a purpose in and gain enjoyment from reading from the
earliest moments of instruction. The children must also realize how useful the skill of English in the real world by being placed in the situations where reading is
essential to the completion of the activity, in other word they must read for a purpose to fulfill their needs. When this happens they will see reading as relevant
and essential to their daily life.
b. Reading Purposes
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