7. Principles of Teaching Reading
There are six basic principles in teaching reading elaborated by Harmer, as Follows.
a. Reading is not passive skills
Actually reading is an active skill. To do this successfully, the readers have to understand the meaning of the text, see the picture what the text about,
understand the argument of the text, and we develop the text if we understand it well.
b. Students need to be engaged with what they are reading
A lot of efforts have to be done by the teacher in order to make sure that every student in the class is engaged with the topic of reading text. The students who
are not engaged with the text, mostly they do not interested with the text especially with the teaching learning activity, because they get bored with the
lesson in the beginning of the lesson. The impact of this the students have less benefit of it.
c. Students should be encouraged to respond to the content of a reading text,
not just to the language.
It can be said that the meaning of the text is just as important as the structural of the text to be comprehended such as how the text use the language, the number
of the paragraphs included in, and how many time the clauses are use in it. In this case, the teacher has to give a chance to the students to respond that message in
some way.
d. Prediction is a major factor in a reading
Before the readers actually start reading, there are some hints printed on the book that give them the clause of what the book is about. By glancing at those hints,
their brain starts predicting what will be discussed on the book. In this case, the active reading process ready to be begin.
e. Match the task to the topic
The teacher should select the appropr iate reading text based on the student‟s
level, the topic of the text and its linguistic, and activation potentials. And then, the teacher should choose reading tasks which match to the topic of the text. This
could be in terms of the right kind of the questions, appropriate reading activities, and useful study exploration.
f. Good teachers exploring the texts to the full
Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then
activation, and using range of activities to bring the text to life.
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8. The Reading Assessments
According to Gillet, Temple, and Crawford on their book that teacher use different kinds of assessments for different purposes at different points in the year.
Many school use four phases of assessments.
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a. Screening Assessment
The screening instrument use as economical as possible because they may given to an entire class or an entire grade, examine only a few key aspects of literacy
and just enough to identify the children who need extra attention. In this case, at the beginning of the year, the teacher may administer screening measure to
determine which the children who need extra support and attention.
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Ibid,pp. 70 —71.
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Jane Wallce Gillet, Charles Temple, Codruta Temple, Alan Crawford, Understanding Reading Problems, Boston: Pearson Education, 2012, p. 8.
b. Diagnostic Assessments
Diagnostic instrument may test specific skills, such as a test of phonemic segmentation or a test reading fluency. Others, like an informal Reading
Inventory, are more comprehensive and test may areas of reading ability.
c. Monitoring Assessment
Monitoring assessment sometimes calledformative assessment, are done to see if a child‟s instruction is “on track.” The range from informal observation to formal
probes. Monitoring assessment is advisable be designed with end-of-year assessment to make sure all students are learning what they will be expected to
know. Because of monitoring assessment may be done at regular intervals-every month or every quarter for most students, but more often for students who seem
to have greater difficulty learning.
d. Outcomes-Based Assessment
Outcomes-based assessment also referred to as grade-level reading standards- based assessment;
because the desire outcomes of a year‟s teaching are reflected in each state‟s learning standards. Those skills include phonemic awareness,
phonics, fluency, vocabulary, and comprehension.
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