5 Teach reading strategies
Strategic reading is “not only knowing what strategy to use, but also how to use and integrate a range of strategies Anderson, 1991.
6 Encourage readers to transform strategies into skills
Strategies are conscious actions or plans equipped by learners to achieve a particular goal or to solve problems they have in reading Anderson, 2001;
Moreillon, 2007; Oxford, 1990 while skills are “strategies that has become automatic” Anderson, 2011. The teacher should make the strategies automatic
to be employed by students with a lot of practices. 7
Build assessment and evaluation into your teaching Assessment and evaluation could be done quantitatively or qualitatively. In
quantitative assessment, the teacher can assess the students’ reading competency and reading rate with tests. Meanwhile, qualitative assessment can be done using
reading journal responses, reading interest surveys and responses to reading strategy checklist.
8 Strive for continuous improvement as a reading teacher
Anders, Hoffman, and Duffy in Anderson 2003 argue that the good teachers need to understand the nature of reading process.
i. Assessing Reading Comprehension
To see whether the students do make progress in reading comprehension or not, an assessment should be done. Here, assessment is different from testing.
Testing is prepared administrative procedure whereas assessment is not. As
Brown 2004: 4 states, assessment is the process of measure that is done by the teacher whenever students practice language skills. The teacher can assess the
students during the learning process and after the learning process. Moreover, Caldwell 2008: 15 says
“Assessment and instruction can happen at the same ti
me.” It can be said that the assessment is a part of the teaching process. Assessment can be done by the teacher during the lesson; when students respond to a
question, give comment, and ask questions. According to Brown 2004: 5, assessment is divided into two types. The first
type is informal assessment. It is done by the teacher without designing the assessment first. The form of this assessment is incidental, unplanned comment or
responses or impromptu feedback to the students like “Good job”, “Great”, and
“Well-done”. Moreover, this kind of assessment can be done by commenting on students
’ paper, and correcting students’ pronunciation. The second type is formal assessment. It is in the opposite of informal assessment. Using this kind of
assessment, the teacher prepares first some exercises to assess stude nts’
competence, for example quizzes, assignments, and examinations. Nevertheless, formal assessment is not testing, because it is designed by the teacher himself not
by the administrative of government. Those are kinds of assessments that are usually done by the teacher. In
teaching reading comprehension, the teacher needs to assess hisher stude nts’
competence in reading comprehension. The teacher can use some reading assessments that are proposed by Alderson 2000: 206-232, as follows:
