What Research Has to Say About Reading Instruction

March 01, 2022 Post a Comment

Stages of a Reading Lesson

Practicing reading skills is one of the cornerstones of language learning. They not merely ameliorate the overall language competence but as well enhance the learners' critical thinking, analytical skills and as a source of information.

In order to have a productive reading session the teacher must conduct the lesson following these stages:

pre-reading — to prepare the learners for the reading action, to prepare a context, familiarize them with the unknown vocabulary, arouse interest.
while-reading — this is the principal chore the reading session is aimed at comprehension questions (True/False statements, skimming and scanning, etc.).
post-reading- its aim is to understand the texts further through disquisitional assay of what they have read or to provide personalization.

This commodity aims at giving some practical guidance to teachers who are eager to accept productive reading sessions.

Pre-reading activities

Ane of the virtually important stages of any reading activity is the advisable setting of the context, familiarization with the active vocabulary, getting to know how much the learners know about the topic. For this purpose, the following activities may be used,

Crumpled papers: The instructor prints out the text which is going to exist read and crumples it. He/she divides the class into groups and gives each group one crumpled version of the text. Students are not allowed to movement the newspaper merely they can move themselves trying to read some words, phrases, sentences. They have notes of whatsoever they are able to read and in a group word try to estimate the main idea of the text.
Corner Statements: The teacher prepares iv sentences expressing opinions well-nigh the topic, then sticks them in iv corners of the classroom. Students go and stand near the opinion they disagree with the about. The group explains why they disagree about the topic.
Guessing from words or pictures: The teacher boards the keywords from a reading, students work in pairs or groups and attempt to judge the text. In the same fashion, the pairs or groups may be given some topic-related pictures and they need to requite the master idea of the text.
Audio effects: The teacher plays on some sound effect related to the reading and students are asked to guess the topic past giving the associations which came to them while listening to those sounds.
Positive or Negative words: The teacher divides the class into two groups and gives two sets of different words taken out from the text. One group is given words with a positive connotation, the second grouping needs to bargain with negative connotation words. They demand to estimate the story having in listen those words. Equally a upshot, the course comes upward with two totally unlike versions of the same text.
KWL Charts : Ask students to write everything they know about the topic (K column) and everything they want to know (W column) and what they learned after the reading (L Cavalcade) . Thou and W aspects tin be practiced as pre-reading activities.

While-reading activities

They help students to focus on aspects of the text and to empathise it better. The goal of these activities is to help learners to deal with the text as if information technology was written in their female parent tongue.

Topic Sentences: Each paragraph stands for one main thought. Students are asked to find the topic sentence and explain how it describes the whole reading passage and the given paragraph.
Guessings: Read the text (skimming the text for full general data) to see if the guessings and predictions are met.
Scanning: Students expect for specific information from the text. Learners may be as well asked to write comprehension questions for their peers.

Post-reading activities

These activities mainly aim at integrating the target textile into the real-life and personalized exercise in gild to keep the authentic apply of the language, brand the learners experience that whatever they learn they turn into existent-life experience in terms of language use.

Discussions: Learners are divided into groups and are given a fix of text-related questions to discuss. Questions may be most some characters, their behaviour, how the text has interested the students, what they have learned from it, etc.
Story Continuation: Students may be given some time to think and come up with the continuation of the story. They may change some traits of the master characters and imagine how the text would proceed to accept into account those changes.
Statements: Students are given statements about the reading topic, they work in pairs and discuss them.

Because the utmost importance of reading skill in linguistic communication learning, all the to a higher place-mentioned activities can serve equally nice tools to hone the learners' reading skills.

You can look at some more interesting ideas and useful resources here .