What is reading

What is reading?

Reading is actually a very complex process that requires a great deal of active participation on

the part of the reader. It is an active thinking process involving the interaction between the reader

and the print. That is to say, the reader‟s schema (former or previous knowledge) about the topic to

be read and his language knowledge (vocabulary and grammar) directly affect his understanding

of the reading material and in turn, the new information about the topic contained in the reading

material will enlarge the reader‟s former schema.

Reading is a very important means of gaining knowledge about culture, custom, science

education and technology from others or other countries. It is a good way of learning the most

advanced hi-technology to serve the needs of the social development and the interests of our

people through reading. Reading is an inseparable component of the English learning. We should

lay solid foundations for our advanced education, and we can master the language by reading

largely. However, it is a very complex activity involves almost all psychological processes

including sensation, perception, motor behavior, motivation, attention, emotion, cognition and all

kinds of memory. Reading is an active process; the reader can talk with the characters, acting the

role, seeing through the thought of whiter.

A good reading teacher

A good reading teacher can use certain motivational strategies that encourage independent

learning and help weak learners. Through these strategies, learners have a better chance of

developing strong reading skills. It is essential for a good reading teacher to know that the learner

starts reading before he or she even begins school, and the activity continues throughout their

school career. Hence, it is advisable for us to give our students the right reading instructions from

the very beginning.

There are certain techniques and methods applied by us to improve the reading skill of the

students. It is essential that the teacher understand and relate to the reading instructions that were

previously introduced and practiced on the student. Experienced teachers must know the different

ways to teach effective reading and must be able to use a variety of materials and texts to ensure

the success of the exercise. Good reading teachers constantly attempt to introduce different

reading strategies in order to improve the reading skills of children. Some reading instructions

need to be given to children according to their reading abilities. Moreover, it is essential that

reading teachers give personal attention to each of their students. The most important quality of a

good reading teacher is that he or she must always regard themselves as life-long learners, so that

they will be able to teach their students in the best way possible. Reading provides detailed

information on Reading, Home Reading, Reading Glasses, Reading Comprehension and more.

Efficient reading

Actually, efficient reading is about reading in a way that allows us to understand the writer's

message without spending too much time in the process. That means two things, understanding

texts ands reading fast. Someone think understanding is more important, or someone thinks

reading fast is more important. I tend to be both. The first step for efficient reading is to know

what you want. So the first thing for the student to do is to decide what he wants to get out of his

reading. Hence as a reading teacher, the first thing for the student to do is to decide exactly what

he wants to get out of his reading.

This is the second step for our efficient reading. So once we have fixed on the objective, we must

next decide what sources to consult. Whatever we need to read, it is useful to have a quick look at

it all first to get an idea of the layout of the text and what is included. It can always shorten the

time are able to choose material and also make our selection more reliable. For this reason, we can

skim through the text to see what is included and how it is organized. Like this: Titles and

headings (plus maybe a sub-title), The blurb, Biographical information about the writer, The

summary, running titles, table of contents, list of figures, Preliminary material, foreword, preface,

introduction, Index and Bibliography.

The second step is improving our reading speed. There may have some important factors which

can influence reading speed and comprehension, for example, choosing the right material, using

the text effectively, making use of all the resources in the text, and exercising reading speed.

In conclusion, in my opinion, I think efficient reading means using the least effort to obtain

satisfactory results, and understanding texts as fast as possible.

Extensive reading approach

The second part of this class is discussing the dimensions of extensive reading. In this part, Dr.

Rajeev analyzed its in three aspects. In the first instance, he analyzed in detail that what is an

„extensive reading approach‟. Through his analysis and explanations, I have known an „extensive

reading approach‟ involves students reading long texts or large quantities for general

understanding, with the intention of enjoying the texts. That is to say, students are allowed to

choose the books they read depending on their interests, and there is not always a follow-up

discussion or work in class. In this way students are encouraged to read for pleasure and should

become better readers. Moreover, the principal objective of undertaking an extensive reading

approach is to get students reading in English and liking it. In the next place, Dr. Rajeev led us to

discuss the characteristics of an extensive reading approach. According to the discussion, we

summed up an extensive approach is usually gave student more freedom to choose reading

materials that interest them and more responsibility in finding materials their own selection. In

other words, the text is always to read for comprehension of main ideas, not every detail and word,

and dictionaries are rarely used while reading. In the end, Dr. Rajeev from two points of view to

construed effects that influence the extensive reading—reading attitudes and motivation.

My philosophy of teaching reading

My philosophy of teaching has been influenced greatly from my undergraduate education in a

liberal arts environment, where the emphasis was placed on learning how to think rather than

learning what to think. Consequently, as a teacher I hope I can inspire my students, awaken their

desire to understand, and motivate them to share their knowledge with others. One of my main

objectives as a L2/FL reading teacher is to instill in students the importance of reading as an end

in itself, which is, reading as a pleasurable activity from which the reader acquires personal and

social benefits. More importantly, however, I would like to teach students how to be active readers.

Whether they enjoyed the book, or whether they despised it, students need to learn to question, to

be involved in the text, to develop new ways of understanding.

Many foreign language students, certainly those in China, can already read in their first

language, and may even have the habit of regular reading. The main barrier to foreign language

reading for such students is exactly that: the foreign language. The students are in a Catch-22

situation. They cannot understand enough of the foreign language to make sense of most written

material, and yet they must read the foreign language in order to develop reading fluency. Faced

this language barrier, how can we find a solution for this problem, and how can we improve their

abilities to read in the L2 could increase with the amount of pleasure reading willingly undertaken?

Literature on teaching reading has pointed out the importance of extensive reading for improving

reading skills and expanding vocabulary. In addition, the principal theoretical motivation behind

the use of extensive reading in second language learning comes from the idea that learners need

large amounts of comprehensible input in their new language in order to make progress toward

overall command of that language (Krashen, 1982). As a reading teacher, I will adopt an extensive

reading approach in my future reading course. Furthermore students can develop their language

knowledge through extensive reading is attractive for several reasons. First, reading is essentially

an individual activity and therefore learners of different proficiency levels could be learning at

their own level without being locked into an inflexible class program. Second, it allows students to

follow their interests in choosing what to read and thus increase their motivation for learning.

Third, it provides the opportunity for learning to occur outside the classroom. I believe the

extensive reading approach can be operated in every country and at all levels.

In my view, a teacher should not be limited to the schoolbook, the textbook, given to them; but

they should feel free to incorporate a variety of types of texts. I view the course material as a

vehicle to develop these skills, which are transferable to all interests and future career plans. If the

materials available are interesting to the students, then they will be far more likely to want to read

them. These books should also be at a level appropriate to their reading ability. Therefore, I think

an effectual L2/FL reading course depends largely on making right choices about reading

materials and ensuring that these materials are available. At the beginning of the semester, in my

classroom, according to the theory from Graded Reading Programs, I will designate several

reading groups to the library to find and select some interesting reading materials, which are based

on students reading proficiency. Meanwhile, I must ascertain that students find pleasure in reading;

they need to read materials that appeal to their various interests, materials that they can identify

with and establish a bond with, materials that they can read comfortably without having to

struggle with the overt meaning. For reading materials, I will use a wide range of materials which

include magazines, newspapers, short stories, popular fiction etc. Students are encouraged to begin

with shorter, more easily comprehensible texts such as short stories, magazine and newspaper

articles, and to progress to longer texts such as popular fiction and inspirational writings through

my instruction.

As a teacher, I must also make the classroom an interactive experience. I believe reading can be

invigorating and yet challenging undertakings. Although watching a teacher lecture is not always

exciting, I still hope I will be able to show my students that reading were important tools that can

also be fun. Just as an audience member can view a performance as either boring or entertaining,

students can view their lessons and assignments the same way. If the performer or the teacher can

demonstrate that it can be entertaining, then the student will be able to walk away enabled to

recreate what they experienced for others.

How to induced students‟ motivation is another important aspect. In my classroom, I will structure

my lessons always around the extensive reading. I will choose one period each week for students

to read independently. Maybe Mondays and Fridays are good days for this, because beginning and

ending the week with pleasure reading enhance the development of positive attitudes. Everyday

my students will bring their books and reading materials to class and begin reading as soon as the

class begins. Meanwhile, an area in the classroom will be set aside for storage of reading materials

so that students who forget their materials or need new ones can get them without any hassle.

When my class will being given, the interaction will be always carried out in a relaxed,

non-threatening, non-judgmental atmosphere and students will voluntarily contribute to the

interaction. For the most part, in my class, interaction consists of sharing and talking about texts

read during the sustained reading phase. As students read texts that they can comprehend and

enjoy, they will draw psychological and intellectual meaning from their reading. Hence, they will

gain an opportunity to express what excites or impresses them, to question what they have read,

and to think individually and as a corporate body about their reading.

This opportunity allows them to share their reaction and responses with their partners, their group,

or with the class.

In the interaction phase of individual reading, according to the theory from Graded Reading

Programs, I will arrange a range of activities, such as the “Retelling Procedure”, in which students

retell stories, ideas, or discoveries, taps into the storyteller that naturally exists in people. It also

allows readers to summarize their reading, rephrase text, and identify closely with it. Because

retelling of exciting or moving episodes and events primary to the retelling process. Furthermore,

by retelling contents that matters, the retelling stimulates the listener to become interested in the

same text, thereby setting in motion a dynamic process of extending the circle of interested readers.

During a part of the class, often known as “bell-work”, every day my students will spend the first

few minutes in class reading a piece of text. This will be a great time for students to see how much

reading can affect their lives. At the same time, either students will keep a journal about my

reading lessons, where they will answer a prompt I supply, or they will write whatever is on their

minds. Writing in a journal enables people to organize their thoughts, and over time, they can see

how they develop as people and as writers. One of the gifts I wish to give to students is the ability

to own their work. I would like students to walk away from my classroom with the proud

knowledge that “I enjoyed this book. Maybe this is my first time to know the fun of English

reading”

Through these methods and others, by the end of the semester, I would like my students to be

familiar with several different kinds of reading; “They can understand that extensive reading in

English can give information, pleasure -- the gamut of reactions that it brings in the learners‟

native language” (See Marc Helgesen &Miyagi Gakuin, Sendai‟s article). Students will place their

work in a portfolio so that their parents, as well as the student, can see their progress throughout

the year. In the end, I simply wish that my students would learn to read critically, to open their

minds to different genres and texts. With such a large field of study, I hope that I will be able to

narrow it down for students to grasp and understand. To sum up, whether or not many students

who will doubt, struggle, and rebel against my philosophy of teaching reading. I just hope for my

theory and philosophy of teaching reading could help my students who have yet to develop

positive attitudes to reading, a classroom-based programme that addresses their special needs is an

important first step towards overcoming resistance to reading, with the hope that these students

will eventually become independent readers.

Reading course description

Course Objectives

i. Reading abilities about understanding syntax will be improved.

ii. Learn how to apply effective methods for developing second-language reading skills.

Appendix A Course Overview (8 weeks)

PART A

The Extensive Reading Course

Lesson 1 Weeding

Stimulating students‟ interest in the text

Encouraging students to discuss

Teaching a reading skill: scanning

Writing a paragraph

Tips on scanning a text

Topics for Further Intensive Reading

Lesson 2 Card makers capitalize on 'anti-V Day'

Stimulating students‟ interest in the text

Encouraging students to discuss

Reading for gist:

Examine in detail different parts of news.

Topics for Further Intensive Reading

Lesson 3 Hair

Stimulating students‟ interest in the text

Encouraging students to discuss

Reading for gist

Understanding the text organization

Tips on getting the general gist of the text

Topics for Further Intensive Reading

Lesson 4 Apple Launches New I Tunes Phone and I pod

Stimulating students‟ interest in the text

Encouraging students to discuss

Reading for gist

Topics for Further Intensive Reading

Understanding the text organization

Lesson 5 Bamboo

Stimulating students‟ interest in the text

Encouraging students to discuss

Recognizing the main point

Summarizing the whole story

Tips on mastery of reading skills

Topics for Further Intensive Reading

Lesson 6 Mobile Phones

Stimulating students‟ interest in the text

Encouraging students to discuss

Teaching a reading skill

Understanding the sentence structure

Lesson 7 Sniff

Stimulating students‟ interest in the text

Encouraging students to discuss

Understanding the sentence structure

Tips on grammar exercise

Topics for Further Intensive Reading

Lesson 8 Football

Recognizes students' different abilities and interests

Encouraging students to discuss

Matching the headings with the paragraph

Tips on reading skills

Topics for Further Intensive Reading

Lesson 9 Coffee

Stimulating students‟ interest in the text

Encouraging students to discuss

Skimming a passage to get overall meaning

Matching the headings with the paragraph

Tips on reading skills

Topics for Further Intensive Reading

Lesson 10 Tattoo

Stimulate students‟ interest in the text

Encourage students‟ different reading skills

Encourage students to react to the text

Think about revising vocabulary

Lesson 11 Contract of Employment

Understanding the different style of text

Using the format with a different text

Tips on reading the different style of text

Topics for Further Intensive Reading

Lesson 12 Obesity linked to less sleep

Encourage students‟ different reading

Skills to encourage students to react to the text.

Examine in detail different parts of news.

Understand previously discussed terminology through their examination of news.

Recognize general characteristics of news.

Topics for Further Intensive Reading

PART B

The Transitional Reading Course

Lesson 13 Santa Claus

Advancing reading skills

Summarizing for long article

Writing letters for further writing course

Tips on writing format

Topics for Integrated Skill

Lesson 14 Waste

Advancing reading skills

Summarizing for long article

Topics for Integrated Skill

Writing summary for further writing course

Lesson 15 Cheating

Understanding idioms and idiomatic phrasal verbs

Comprehending the whole text in depth

Writing letters for further writing course

Tips on Vocabulary Exercise

Topics for Integrated Skill

Lesson 16 Alcohol

Advancing reading skills

Summarizing for long article

Think a bout revising vocabulary

Topics for Integrated Skill

React to the students‟ level of interest

PART C

The Intensive Reading Course

Lesson 17 Malarial

Reading for gist and detail

Improving reading, speaking and writing skills

Tips on Integrated Skills‟ exercise

Topics for Further Writing Course

Lesson 18 Novels

Analyzing the situation from the novel

Making comments for the novel

Participating in group discussions

Understanding and interpreting the text.

Exercises for complex grammar structures

Identify elements related to the literary trend to culture

Tips on Advanced Reading Skills

Topics for Further Writing Course

Lesson 19 My First job

Encourage students‟ intensive Reading Skills

Grip Vocabulary

Learning Language Points

Understand the text‟s main idea

Interaction Activities

Making Preparations for an Interview