Reading
is a set of skills that involves making sense and deriving meaning from a
printed word. (Brown )
Reading
is a fluent process of readers to combine information from a text and their own
background knowledge to build meaning. (According to Anderson in Nunan)
Reading
is the process to get information, to catch the content.
Reading
is useful for language acquisition. Provided that students m ore or less
understand what they read, the more they read, the better they get at it.
Reading also has a positive effect on students’ vocabulary knowledge, on their
spelling and on their writing
B.
BACKGROUND
TEACHING READING
Reading comprehension refers to read meaning, understabding and
entertanment. It involve higher-order thinking skills and is much more complex
than merely decoding specific words.
Reading
for pleasure
Thinking about
how much fun it is to read or a listen to good a story. It make be able to make
the connectionthat reading in general can provide pleasure.
Reading
for information
Reading this
book is to get information. This is
enhanced if students have a chance to choose what they w ant to read, if they
are encouraged to read by the teacher, and if some opportunity is given for
them to share their reading experiences. Although not all students are equally
keen on this kind of reading, we can say with certainty that the ones who read
m ost progress fastest.
Intensive
reading is usually accompanied by study activities. We may ask students to work
out what kind o f text they are reading, tease out details o f meaning, look at
particular uses o f gram m ar and vocabulary, and then use the inform ation in
the text to move on to other learning activities. We will also encourage them
to reflect on different reading skills.
Extensive
reading refers to reading which students do often (but not exclusively) away
from the classroom. They may read novels, web pages, newspapers, magazines or
any other reference material. Involves reading for information.
C.
THE
GENRE OF THE TEXT
A reader must be able to anticipate those convention in order
process of meaning effeciently.
Academic
reading
General interst
article (in magazine, newspaper,)
Reference
material (dctionary)
Textbooks,
essey, papers, text direction, editorials and opinion writing
Job-related
reading
Messages
Letter/email,
memos, report, schedules, label, sign, announcement, form, financial documents
Persoanl
reading
Newspaper, magazine,
letter, email, novel, short stories, quistionare
among the
distinctive graphemes and onthographic pattern of english
Retain chunks
of language of different lengths in short term memory
Process writing
at an effecient rate of speed to suit the purpose
Recognize a
core of words, and interpret word of patterns and their significant
D.
MICROSKILLS
READING
Discriminate
among the distinctive graphemes and onthographic pattern of english
Retain
chunks of language of different lengths in short term memory
Process
writing at an effecient rate of speed to suit the purpose
Recognize
a core of words, and interpret word of patterns and their significant
Recognize
grammatical word classes, system, patterns, rules, and elliptical forms
Recognize
that a particular meaning may be expressed in different grammatical forms
Recognize
cohesive device in written discourse and their role in signaling the
relationship between and among clauses
MACROSKILL
Recognize
the rethorical forms of written discourse and their significance for
interpretation
Recognize
the communicative function of written text
Infer
context that is not explicit by using background knowledge
From
described events, idea, deduce causes and effects
Distinguish
between literal and implied meanings
Detect
culturrally specific reference and interpret them in a context of a appropriate
cultural schemate
Develop
and use a battery of a readin strategies
E.
STRATEGIES
READING COMPREHENSION
Identify
your purpose in a reading text
Apply
speeling rules and convention for bottom-up decoding
Use
lexical analysing
Guess
at meaning
Skim
the text for the gist and for main ideas
Scan
the text for specific information
Use
silent reading tecqniques for rapid processing
Use
marginal notes, otlines, charts maps for understanding and retaining
information
Distinguish
between literal and implied meaning
Capatalize
on discourse markers to process relationships
