The Types of Reading Skills

students’ comprehension because the different reasons of the readers have different power to make the reader try to understand more what they read. There are two kinds of motivation, intrinsic and extrinsic motivation. Intrinsic motivation is in the reader. It comes from the learner it self. As the teacher, we try to give the extrinsic motivation so that they will be more motivated. We offer incentives, feedbacks, other stimuli to try to alter a student’s level motivation. 21 The last component is reading ability. It explains how well the reader can read. It is almost tautological to say that the more reading ability one possess, the better one will comprehend. 22 The readers have to read everything and try to understand what they read. The outside factor influencing reading comprehension is divided into two categories. The first is the written message such as books, magazines, pamphlets, newspaper, etc. There are some factors in the written message which could affect comprehension such as word frequency, story structure, the math information, and visual displays can all be manipulated to increase or decrease comprehension. 23 The second outside factor is the environment which could affect comprehension. According to Pearson 1978, there are two factors in reading environment; home environment and school environment. 24 In the home environment, the parents have significant role to improve the reading skill of their children. School environment is another factor to develop students’ reading ability. Reading environment will be constructed if the teacher motivates their students to read and make students want to read more . Besides that, school environment especially teachers, peers, and “the classroom ecology”, all influence the reading 21 Pearson and Johnson, Teaching Reading Comprehension ,…. p.14 22 Pearson and Johnson, Teaching Reading Comprehension ,…. p.14 23 Pearson and Johnson, Teaching Reading Comprehension ,…. p.20 24 Pearson and Johnson, Teaching Reading Comprehension ,…. p.18-19 comprehension of students. 25 Peers can be positive or negative. The positive influence will appear when there is friendly competition among the students. Therefore, it can be develop their reading ability.

5. The Principles of Teaching Reading

There are 14 principles of teaching reading which are noted from book “Principles and practices of Teaching Reading” by Arthur W. Heilman. They are: 26 - Learning to read is a complicated process and is sensitive to variety of pressures. - Learning to read is an individual process. - Pupil differences must be a primary consideration in reading instruction. - Reading instruction should be thought of as an organized, systematic growth- producing activity. - Proper reading instruction depends on the diagnosis of each child’s weakness and needs. - The best diagnosis is useless unless it is used as a blueprint for instruction. - No child should be expected or forced to attempt to read material which at the moment he is incapable of reading. - Reading is a process of getting meaning from printed word symbols. - Any given technique, practice, or procedure is likely to work better with some children than with other. Hence, the teacher of reading must have a variety of approaches. - Learning to read is a long term developmental process extending over a period of years. - The concept of readiness should be extended upward to all grades. - Early in the learning process, the child must acquire ways of gaining independence in identifying words whose meanings are known to him but which are unknown to him as sight words. - Children should not be in the classroom when they have emotional problems sufficiently - Emphasis should be on prevention rather than cure. Reading problems should be detected early and corrected before they deteriorate into failure-frustration- reaction cases. 25 Pearson and Johnson, Teaching Reading Comprehension ,…. p.19 26 Arthur W. Heilman, Principles and Practices of Teaching Reading 2 nd Ed., Columbus : Charles E. Merill Publishing Company, 1967, p. 3-4