In my long career as a university lecturer, I saw many students who did not develop the healthy habit of good reading. Good reading requires concentration on the subject that is read, knowing the meanings & the messages of the texts, finding out errors "if there are", commenting on the contents, summarizing the ideas ,and forming up conclusions. All this can be summed up as "critical thinking approach towards reading".

The youth of today are very much distracted, they lack patience for long reading, and they are "inclined" towards short "tweets" type of reading. This is an unhealthy case which requires repair on global scale.

Dear Mr. Yaqoub Al Qutaiti,

Ray Middleton (1969) in article Strategies for Teaching Reading, in journal The Reading Teacher, Vol. 22, No. 8 (May, 1969), pp. 725-730, recognize four reading strategies:

READINESS

The teacher's objective during the readiness period is to determine whether the children have had the immediate and vicarious experiences necessary to comprehend the story and to guide them in learning how to use their past experiences as a means of understanding what they are about to read.

SILENT READING

The technique of teaching during the silent reading period some teachers devote their time to stopping lip movement, audible murmuring and/or finger pointing. Some spend time answering questions asked by children who are working independently at their seats, while others begin simultaneously a new reading lesson with another group of children. But

the teaching of silent reading should receive the teacher's full attention because it offers an excellent opportunity for teaching ideas as well as word attack skills to the children.

COMPREHENSION

Comprehension in the traditional directed reading activity, although variously interpreted, usually refers to determining how well children understand the material they read. The teacher approaches this goal by asking her pupils factual questions that begin with "Who," "What," "Where," and so on; inferential questions that begin with "Why"; and vocabulary questions that may be phrased,

"What does mean in the story?"

FOLLOW-UP

In the traditional directed reading activity, attention in the follow-up is given usually, first, to comprehension and, second, to phonetic and structural analysis skills.

I hope I have been of some help,

Yours sincerely,

Andrija

Yes, you are right. It's very important thing reading a lot in different files to develop the knowledge for everyone.

Hi Yaakoub,

In this context, I could suggest the SQ3R reading method which was introduced by Francis P. Robinson, an American education philosopher in his 1946 book Effective Study.

S refers to survey or skim the text

Q refers to question, i.e. the reader should generate questions from the content.

R1 refers to reading actively in order to answer the posed questions.

R2 refers to recite from memory what has been understood from the text.

R3 refers to review (summarize) the main points of the text.

I think this method is particularly suitable for young learners at college.

I prefer a different process regarding learning of students. Normally in my teaching after a discussion of a particular topic first I give them example with understanding then I asked them to learn each line from book of that topic in front of me and then tell me if there is any mismatch between there understanding and content of book. And it's really make a magic in developing there learning habit.

.

Hello

Resume

Conceptual maps

Narrative

Sinopsis

Foros

Questions about the lecture

I've been using this conventional method for some time. I present a general overview of the issues discussed in a reading passage to my students (mostly intermediate learners). Once they know what the text is about, we initiate a phase of brainstorming - whereby possible words and terms are suggested and reviewed. Once the learners seem ready to engage in reading, we start looking at the pictures first, if there are any. And then we go on to read the text paragraph by paragraph, discussing the content to make sure everyone is keeping up. It is always beneficial that the learners be exposed to different topics and levels of difficulty, or they could bring texts of their own. It is also helpful to incorporate materials from other media.

In teaching Reading, students need to practise skimming & scanning. This is an important skill which aids comprehension. Students need to understand the gist of the text. Students could be asked to read a text quickly (skimming), and the teacher could ask them what the text is about. Then, the teacher could proceed with comprehension. Students should be trained to identify meaning from context using contextual clues.

Different strategies, for different reading purposes.

Academic reading for the purpose of an exam, assignment, preparing a research, or gaining & memorizing new information. in my opinion, that is different from novel reading for example, or reading a newspaper.

Should you mean academic reading, you better read the text totally and quickly at first, then to read every paragraph with focus on the conclusion, which usually be the fist sentences in paragraph, then taking notes, I mean either you agree, or discuss what does that mean, and why. the last step to summarize all information briefly, or re-read the summaries that you have made for revision if for exam let's say.

hope it was helpful.

Which level of reading are you interested in?

University level. Post foundation programs.

The teaching-learning process is complex. Teacher can use group teaching to assess their students. This sometimes help the teacher to use other students who are have mastered the objective within the lesson to assisted those who have not mastered the reading process. 1. The teacher should use a standard and predictable signal to get the children's attention. The rationale for this principle is time-saving. If the students learn to respond automatically to a familiar signal, time spent in transitions and in settling down would be reduced.

2. Once in the group the children should be seated with their backs to the rest of the class; the teacher should face the class. The rationale for this principle is that students in the group, when seated in this way, will less likely to be distracted by other activities in the class, and the teacher would be better able to monitor activities in the rest of the room while teaching the small group.

3. The introduction to the lesson should give an overview of what is to come in order to mentally prepare the students for the presentation. 4. It is also at the beginning of the lesson that new words and sounds should be presented to the children so that they can use them later when they are reading or answering questions. 5. The teacher should have the children repeat new words or sounds until they are said satisfactorily. 6. After moving into the lesson, but before asking the children to use new material or undertake new tasks, the teacher should present a demonstration or an explanation of any new activity. Principles 3, 4, 5 and 6 are concerned with introducing the lesson and new materials. This should prepare the students for the lesson by getting their attention and ensuring that the students understand what is expected of them. The discussion of this principle stressed the essentials of a good demonstration or explanation. It should offer a carefully sequenced presentation of the processes involved in completing an activity and should be given in simple, clear language that children can understand. 7. The teacher should work with one individual at a time in having the children practice the new skill and apply the new concept, making sure that everyone is checked and receives feed back during the lesson.

The rationale behind this principle is that the teacher needs to monitor the progress of each student and the only way to do so is to question each child individually. 8. The teacher should use a pattern (such as going from one end of the group to the other) to select children to take turns reading in the group or answering questions (rather than calling on children randomly and unpredictably). The rationale for this principle is that students would know when to expect their turn and the knowledge would lower their anxiety about being called on unexpectedly. Also, the teacher would have increased control of overeager students who might call out answers or volunteer more intrusively than quieter students. 9. To keep each member of the group alert and accountable at all times between turns, the teacher should occasionally question a child about a previous response from another child. 10. Calling on volunteer should be restricted chiefly to parts of the lesson in which children are contributing personal experiences or opinions. The rationale for this principle is that teachers who rely too much on volunteers would not be equally distributing opportunities to respond. Shyer students might have less interaction with the teacher and thus less skill practice. After asking a question, the teacher should wait for the child’s response. The teacher should ensure that other children do not call out the answers. This will allow the child to think critically on his own.

Teaching reading requires the understanding of the five main components: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. In addition, we have to understand the readability level of the learner and apply teaching practices accordingly.

Make sense of problems and persevere in solving them.

Construct viable arguments and critique the reasoning of others.

Attend to precision.

Thank you

Dear Yaqoub Al Qutaiti, your interest is about teaching young kids/adults how to acquire/learn the reading process or do you mean how to make them proficient in reading?

Principles for teaching reading

PRINCIPLE #1 EXPLOIT THE READER'S BACKGROUND KNOWLEDGE “A readers background knowledge can influence reading comprhension.

PRINCIPLE #2 BUILD A STRONG VOCABULARY BASE “It is easier for the reader of academic texts to cope with special terminology than with general vocabulary.

PRINCIPLE #3 TEACH FOR COMPREHENSION “Teaching the author is an excellent technique for meaningful cognitive interaction with the text and for assisting the students in the process of constructing meaning from the text.

PRINCIPLE #4 WORK ON INCREASING READING RATE Focuses on reader's independence on dictionary. Focuses on fluency, not speed.

PRINCIPLE #5 TEACH READING STRATEGIES “Strategies are not a single event, but rather a creative sequence of events that learners actively use.

“To achieve the desired results, students need to learn how to use a range of reading strategies that match their purpose for reading. Teaching them how to do this should be a prime consideration in the reading classroom.

PRINCIPLE #6 ENCOURAGE READERS TO TRANSFORM STRATEGIES INTO SKILLS “An important distinction between strategies and skills. STRATEGIES -defined as conscious actions that learners take to achieve the desired goals or objectives SKILL/S -a strategy that becomes automatic STRATEGIES VS SKILL

PRINCIPLE #7 BUILD ASSESSMENT AND EVALUATION INTO YOUR TEACHING Assessing growth and development in reading skills from both a formal and an informal perspective requires time and training.

QUALITATIVE VS QUANTITATIVE QUANTITATIVE -information from reading comprehension tests as well as readung rate data QUALITATIVE -reading journal responses, reading interest surveys and responses to reading strategy

. PRINCIPLE #8 STRIVE FOR CONTINUOUS IMPROVEMENT AS A READING TEACHER “Just because you are a reader does not mean that you are prepared to be a teacher of reading.

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