How to reach reading to the Net Generation Children: How to teach reading for those who do not want to read
(Sprache: Englisch)
The present research consists of 45 pages, 4 chapters, 5 subchapters, 6 tables, 6 figures and 6 appendices. The author of the paper has analysed different kinds of literature, such as scientific research and publications, scientific and course books...
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The present research consists of 45 pages, 4 chapters, 5 subchapters, 6 tables, 6 figures and 6 appendices. The author of the paper has analysed different kinds of literature, such as scientific research and publications, scientific and course books referred to the teaching reading methods and the best approaches. In his practical part of this research the author has tried to implement the most effective methods and approaches into practise. All the author s successes and failures are described, analysed and taken into consideration in this research.The author of the paper has chosen teaching reading topic because he discovered evident contradiction between a comparatively great number of English lessons: qualitative course books on one hand, and apparently poor reading skills on the other hand in elementary school. The main, positive conclusion of the research is that variations of teaching methods considerably improve reading skills, but this regularity does not always apply to the children that are having different psychological problems like shyness, diffidence, fear. At the same time a poor ability to make conclusion and poor vocabulary is the main cause of weak language comprehension and lacking reading skills
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Textprobe:SUBCHAPTER, 2.3:
In while-reading activities, students check their comprehension as they read. The researcher Paul Davies (23; 99) says that this stage is to help learners understand the text. Using anticipation guide approach a teacher can prepare pupils for while-reading. A teacher must observe the pupils while they are reading. Posing question during the reading phase helps tutors determine how well their students understand the text. By answering this questions students determine what they do not understand and what they need to clarify . In such a way the educational professor Deborah P. Berrill describes the effectiveness of while-reading questions. (4; 84) There can be various kinds of while-reading instructions. Now that you have thought about which of these statements you think are true, go on and read the whole article to see if you were right. At the end, we will talk about whether you changed your minds about any of the ideas . This is what the educational consultant Lori Jamison Rog suggests to perform just before the reading. (19; 149) In general while-reading activities are not as deep and complex as pre-or post-reading activities. The researcher Paul Davies (23; 99) says that learners may first do an easy scanning or skimming task, and then a task requiring more thorough comprehension. It is important to control while - reading activities. But if the pupils are asking questions many times, such an activity will turn into a dialogue. The educational professor Deborah P. Berrill (4; 84) adds that dependent readers need to know that fluent readers ask questions while they read to create their own meaning-they are interacting with the text. Somebody said that a teacher is an actor. For example, the educational professor Deborah P. Berrill (4; 86) adds that tutors can model how to ask questions while reading, sometimes to note a confusion, sometimes to wonder where to find out more information and sometimes to debate an idea expressed by the
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author. The researcher Paul Davies (23; 93) suggests the following while-reading ideas. Scan for two to four items of information, Skim for the general idea, Answer questions, Complete sentences, Complete a table, map, or picture, Ask each other questions.
It is possible to combine reading and writing in order to improve both skills. The educational professor Deborah P. Berrill (4; 87) adds that sometimes questions may be oral or written by hand. At the same time Paul Davies (23; 93) concludes that teachers should help learners to understand the text rather than just test their comprehension the whole time. The purpose for reading determines the appropriate while-reading activities. It is important to conduct while-reading strategies sequentially. After students have read a text fragment, a teacher may use the following strategies. It is essential to ask them several questions in order to check their comprehension during the reading. Students may write a short summary of the text fragment. Students may also be given a series of combined sentences, which summarize the plot of a chapter and so on. The key is to use the tasks appropriate for them. In form six pupils like working in groups and texts with bright pictures. Another idea is that a teacher selects some simple sentences from different parts of the text and writes them on the board. Learners put them in the correct order and predict the story in groups. A teacher must be aware that such pictures will intrigue and entertain pupils. If pupils are interested in a while-reading task, the comprehension of a text improves.
SUBCHAPTER 2.4:
The final stage of effective reading is post-reading. The researcher Paul Davies (23; 93) says that this stage is to help the learners to connect what they have read with their own ideas and experience and perhaps to move fluently from reading to another classroom activity. The educational consultant Lori Jamison Rog (19; 144) says that after-reading strategies help st
It is possible to combine reading and writing in order to improve both skills. The educational professor Deborah P. Berrill (4; 87) adds that sometimes questions may be oral or written by hand. At the same time Paul Davies (23; 93) concludes that teachers should help learners to understand the text rather than just test their comprehension the whole time. The purpose for reading determines the appropriate while-reading activities. It is important to conduct while-reading strategies sequentially. After students have read a text fragment, a teacher may use the following strategies. It is essential to ask them several questions in order to check their comprehension during the reading. Students may write a short summary of the text fragment. Students may also be given a series of combined sentences, which summarize the plot of a chapter and so on. The key is to use the tasks appropriate for them. In form six pupils like working in groups and texts with bright pictures. Another idea is that a teacher selects some simple sentences from different parts of the text and writes them on the board. Learners put them in the correct order and predict the story in groups. A teacher must be aware that such pictures will intrigue and entertain pupils. If pupils are interested in a while-reading task, the comprehension of a text improves.
SUBCHAPTER 2.4:
The final stage of effective reading is post-reading. The researcher Paul Davies (23; 93) says that this stage is to help the learners to connect what they have read with their own ideas and experience and perhaps to move fluently from reading to another classroom activity. The educational consultant Lori Jamison Rog (19; 144) says that after-reading strategies help st
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Autoren-Porträt von Viktors Vrublevskis
The author of the paper has two higher educations: he holds a bachelor degree in pedagogy of the English language and master degree in management.
Bibliographische Angaben
- Autor: Viktors Vrublevskis
- 2014, Erstauflage, 52 Seiten, Maße: 15,5 x 22 cm, Kartoniert (TB), Englisch
- Verlag: Anchor Academic Publishing
- ISBN-10: 395489226X
- ISBN-13: 9783954892266
Sprache:
Englisch
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