TEACHING READING

   A.    THE NATURE OF READING

      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