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Issues in Teaching Reading

1. The document discusses several key approaches and principles for teaching reading, including meaning-focused input and output, language-focused learning, intensive reading, and extensive reading. 2. Intensive reading focuses on comprehension of individual texts and identifying language features, while extensive reading involves large quantities of self-selected reading for enjoyment. 3. Effective reading instruction incorporates both approaches and ensures learners are provided practice in comprehension strategies, vocabulary development, and fluency building.

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Aminah Rosa
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86 views14 pages

Issues in Teaching Reading

1. The document discusses several key approaches and principles for teaching reading, including meaning-focused input and output, language-focused learning, intensive reading, and extensive reading. 2. Intensive reading focuses on comprehension of individual texts and identifying language features, while extensive reading involves large quantities of self-selected reading for enjoyment. 3. Effective reading instruction incorporates both approaches and ensures learners are provided practice in comprehension strategies, vocabulary development, and fluency building.

Uploaded by

Aminah Rosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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The Issues and

Approaches in Teaching
Reading
Reading

Reading is a process of a source of learning and a


understanding written language source of enjoyment

As a source of learning,
reading can establish
previously learned
vocabulary and grammar
Factors that affect the difficulty of learning to read in
another language
Reading Processes

Bottom-Up Process

Phonemes
and
grapheme Pronun
Print s matched ciation

Every Blending Meaning


letter
discriminat
ed
4
Top-down Process

Past experience,
language Selective Sound,
intuitions & aspects of Meaning pronuniation if
expectation print necessary
Principle for Teaching Reading
Meaning-Focused Input Meaning-focused Output ‐ Language-focused Learning
• Practice and training in • Reading should be • Learners should be helped to
reading should be done related to other develop the skills and knowledge
for a range of reading language skills. needed for effective reading.
purposes. • Learners should be given training
• Learners should be and practice in a range of
doing reading that is Fluency Development reading strategies.
appropriate to their • Learners should be helped • Learners should be given training
language proficiency and pushed to develop and practice in integrating a
level. fluency in reading
range of strategies.
• Reading should be used • Learners should enjoy
reading and feel motivated • Learners should become familiar
as a way of developing with a range of text structures
to read. Learners should
language proficiency. read a lot.
6
Types of Reading
Intensive Reading Extensive Reading

A means of increasing learners’ knowledge of language


a form of learning from meaning-focused input.
features and their control of reading strategies.
At its worst, intensive reading focuses on comprehension learners should be interested in what they are reading
of a particular text with no thought being given to and should be reading with their attention on the
whether the features studied in this text will be useful learning of the text rather than on learning the
when reading other texts. language features of the text.
goal of intensive reading may be comprehension of the Day and Bamford (1998) characterise extensive reading as
text. Another goal and that is to determine what involving a large quantity of varied, self selected, enjoyable
language features will get attention in the course. reading at a reasonably fluent speed

classic procedure , the grammar-translation approach can occur within class time (Elley and Mangubhai, 1981),
where the teacher works with the learners or outside class time.
using the first language to explain the meaning of a
text, sentence by sentence.
Improve their comprehension skill
7
Principle into Practice 1. Focus on items that occur with high frequency
in the language as a whole
in Intensive Reading
2. Focus on strategies that can be used with
most texts

3. Quickly deal with or ignore infrequent items

4. Make sure that the same items and strategies


get attention in several different text
Focuses in Intensive Reading

1. Comprehension. 2. Regular and 3. Vocabulary. 4. Cohesion


irregular sound-
spelling relations.

5. Grammar 6. Information structure 7. Genre features 8. Strategies.


Extensive Reading

‐ Reading should be the main activity and other activities should occupy only a
very small proportion of the time so that time is not taken away from reading.
For this reason, most extensive reading programmes do not require learners to
do elaborate comprehension tests or exercises on the books they read
‐ One way an extensive reading programme can contribute to proficiency
development is through vocabulary growth.
Extensive Reading

suggestions that may boost vocabulary learning from extensive reading.

1. Before reading a text, the learner quickly skims it and selects five or six words to focus
on while reading.
2. While reading the learner can collect new words that are repeated in the text to put on
word cards for later deliberate study.
3. A more formal follow up to this is for learners to report to the class on a word that they
met while reading—explaining what it means, how it was used in the text, its word parts,
its etymology, and any unusual features about it.
4. The use of a dictionary while reading should also have positive effects (Knight, 1994),
although this tends to increase the time it takes to read a text (Hulstijn, 1993)

11
Issues on Teaching Reading

‐ The facts of teaching reading in secondary schools have brought problems to the
English teachers is because of some existence conditions. Traditionally, the
problems arise from the condition of ineffective classroom. Scholars of Indonesian
teaching, such as Sadtono (1997) and Baradja (1984) have put several
problems that are responsible on this matter. The problems include: big class
size, limited frequency of teaching, low motivated students, unprofessional
teachers, and limited teaching facilities.
‐ English teachers are confused to apply the relevant teaching strategies in the
context of classroom teaching learning processes

12
the mastery of
the basics
knowledge

the habit
exercises
to include According to
of slow
Solikhah, 2018, the reading
problem of
teaching reading in
Indonesia are :

text figuring out


inferences,implicati
selection ons and main ideas
Sources

‐ Solikhah, Imroatus. 2018. Insufficient Preparation of Teaching Reading:


What Should Teacher Challenge? IJOTL-TL (2018), 3(3): 71-84. DOI:
10.30957/ijolt-tl.v3i3.499.
‐ Nation, I.S.P. 2009. Teaching ESL/EFL Reading and Writing. New York.
Routledge
‐ Nunan, David. 1991. Methodology in Second Language. Teaching: a
textbook for teachers. New York. Prentice Hall

14

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