UNIT V
Reading Skills
1.
What is reading?
Reading is an activity which helps us
to decode and understand a printed or written message. Different scholars have
defined reading in different words. A perusal of these definitions will give us
an idea of what we mean when we talk of reading.
Wikipedia
defines reading as “a cognitive process of decoding symbols in order to
construct or derive meaning”.
According to Sadow Barr and
Blachowics, “Reading is an active process in which we interact with text to
reconstruct the message of the author.”
They go on to say that, to a great
extent, “reading depends on the background knowledge of the reader.” “Printed
symbols, they say, “are signs which lead an active mind to reflect on the
alternatives during the process of constructing knowledge.”
According to Dechant, “Reading is
clearly a process which is not complete only when comprehension is attained.
The critical element is that the reader reconstruct the message encoded in the
written language. Full comprehension occurs when the reconstruction agrees with
the writer’s intended message. That comprehension depends as much, or even
more, on information stored in the reader’s brain than on the information
stored in the text.”
Flesch
says, “Reading means getting meaning from certain combinations of letters.
Teach the child what each letter stands for and he can read.”
K.
Goodman is od the opinion that “the goal of reading is constructing meaning in
response to text. It requires interactive use of grapho-phonic, syntactic and
semantic cues to construct meaning.”
After
studying the above definitions we gather that
ii.
Reading
means engaging with the written or printed text.
iii.
The
purpose of reading is to decode the meaning encoded by the writer.
iv.
The
meaning is contained in the graphic symbols which can be converted into speech.
v.
The
reader has to use two kinds of cues in order to reconstruct meaning – semantic
and syntactic. It means that he has to comprehend communicated by the words and
the meaning communicated by their syntactic arrangement as the same words
arranged in a different order can convey different meanings.
vi.
The
comprehension of the textual meaning alone is not enough. It has to be
interpreted In the light of the light of the reader’s previous knowledge and
experiences, the information stored in the reader’s brain. Using this knowledge
is as important as or perhaps even more important than the meaning contained in
the text.
vii.
The
task of reading is complete only when the reader has succeeded in understanding
the message communicated by the writer.
viii.
Reading
is perfectly successful only if the message decoded by the reader is the same
as the message intended by the writer. If the writer gets a message different
from the one intended by the writer, reading is a failure.
2 Purposes
of Reading
Reading is a purposeful activity. We never
read without a purpose. However, the purpose is not the same each time that we
sit down to read. Our purpose may vary from time to time. Similarly, everyone
does not read with the same purpose. The purpose of reading may differ from individual to
individual. Broadly speaking, we read either for pleasure or for obtaining
knowledge or information.
Reading for pleasure
Sometimes, we read only to entertain
ourselves. Our aim is not to add to our existing knowledge or to gain any new
information but to enjoy, to have fun. It is true, however, that even when we
read for pleasure, we are, at the same time, getting some kind of information.
We can never read without getting some kind of information. But gaining
knowledge is not our primary aim. Whatever knowledge we gather is just
secondary and incidental.
While reading for pleasure, we do not need to
understand the meaning of every word and every sentence in the text. We can
afford to ignore some words, phrases, sentences or even paragraphs if, even
without understanding their meaning, we are able to follow the general line of
the narrative or the argument. Hundred percent understanding of the text is not
necessary.
Reading for Knowledge
There are occasions, however, when we read to
gain information or knowledge. We read because we want to widen the horizons of
our mind, to enlarge the store of our knowledge by adding new knowledge to the
knowledge that we already possess. We may want to add to our knowledge of a
subject about which we already have some knowledge or our purpose may be to get
knowledge of a new subject about which we know nothing.
Even when we are reading for knowledge, our
purpose may have different shades.
I.
We may read only to gain a general impression of the contents of the
text. If so, we can afford to read at a fast pace. We need not even read every
line of the text. We may only scan or sample it.
II.
Our purpose, may be to locate a particular piece of information. Again,
we need not read the text thoroughly. We can just scan it if we read with this
purpose.
III.
We may also read to understand the central theme of a piece of writing. A
quick reading is enough if we read with this purpose.
IV.
Again, we may read as an intellectual exercise to develop an alert and
critical attitude. Hundred percent comprehension is not required if we read
with this goal in mind.
V.
Sometimes, our objective is to distinguish facts from fiction or just
opinions or arguments.
VI.
We can read a text also to identify its scope and limitations i.e. to
determine the areas of the topic that the text covers and the aspects which it
does not attempt to cover.
VII.
On many occasions, we study a text deeply with a view to achieving a
detailed and critical understanding of not only of its contents but also of the
manner of presentation of the contents. When our purpose is to study a text to
understand every bit of information in it, we read at a slow pace. We try not
only to understand all that is stated but also to infer what is implied. We
read the lines, we read between the lines and even beyond the lines.
VIII.
Sometimes, we read in order to evaluate a text. Our aim is to assess the
worth of the information and author’s skill in presenting it. We try to judge
whether the information given is conservative, progressive or reformative,
whether it is constructive or destructive, moral or immoral, conformist or
revolutionary, useful for the society or not. At the same time, we try to judge
whether the presentation of the matter is artistic or crude, whether the matter
is well organised or presented in a chaotic, whether the language used is
clear, unambiguous and idiomatic or not. To be able to do so, we have to study
and understand all that is presented in the text but also to interpret it in
the light of our previous knowledge and compare and contrast it with what we
already know. We may have even to read it more than once in order to get under
the surface and fish out all that does not appear there when we read it the
first time.
IX.
There are also some people who read a text to benefit from the knowledge
and experience of the author and grow wiser. To them, reading is a means to
acquiring more and more wisdom of the world so that they may be able to go
through life smoothly and win the appreciation of their fellow beings. They
read it slowly and devote time to reflecting over the contents after they have
read it.
1. Reading
Models
Definition:
A reading model is a graphic attempt “to depict how an individual
perceives a word, processes a clause and comprehends a text.” In other words,
it tries to lay down whether we process the textual information provided by the
text first and then relate it to our previous knowledge or we recall our
previous knowledge and experience first and then try to read and process the new text and
the information provided by it in the light of that knowledge and experience.
Scholars have presented three
different reading models which are being discussed below.
Top Down Model
·
This model gives more importance to what the reader brings to the text.
·
According to it, reading begins in the mind of the reader. The previous
knowledge and experiences of the reader are more important than the information
contained in the text. The reader begins by recalling his previous knowledge
and his interpretation of the current text in the light of this and those experiences.
·
The reader proceeds from the whole to the part. He first recalls the
information that he already possesses and then proceeds to preview the text in
order to have an overall idea of what it contains. Reading the text line by
line and comprehending the textual meaning by following the semantic and
syntactic cues is the last thing on his agenda.
Previous knowledge and
experiences
Previewing the text to get a general
idea of the contents through scanning or sampling
Reading the text, decoding
the semantic and syntactic cues and understanding the textual meaning
Bottom up Model
·
This model gives greater importance to the printed text.
·
According to it, comprehension of the text begins by processing the
smallest linguistic unit and moves on to the larger units.
·
The reader proceeds from the part to the whole. He identifies the letters
and the sounds they stand for, combines the sounds into syllables and words,
sees how the words are arranged into phrases, clauses and sentences etc
Identifying the phonemes
they stand for
Syllables
Syllables
Words
Phrases
Sentences
Paragraphs
Text
Previous knowledge and experiences
Interactive Model
Linguistic
scholars also point out that in actual practice, we follow neither the top down
model nor the bottom up model. Both these models are followed simultaneously.
As we read the text, we keep decoding the semantic and syntactic meaning while
at the same time applying our previous knowledge to the understanding of the
current text. We keep moving from the one to the other all the time we are
engaged in reading.
2. Three
Stages of Reading
The process of reading can be
divided into three stages.
1. Literal
Stage (Reading the lines) – At this stage, the reader’s attention is focused
only on the words of the author. He tries to understand what has explicitly
stated in the text. He concentrates on who did what, when, where and why. His
comprehension is confined to the meaning which the words of the text
communicate. He follows only the semantic and syntactic cues.
2. Interpretative
Stage (Reading between the lines) – At this stage, the reader begins to move
beyond the words of the text and begins to infer the meaning which is not
explicitly stated but which is implied in what is stated. Drawing inferences
from the text is as important to the understanding of a text as understanding
the literal meaning. Does the reader really mean what he is saying? Why are the
characters behaving as they are? What conclusions can we draw from what has
been said?
3. 
Critical
Stage (Reading beyond the lines) – At this stage, the reader begins to apply
his previous knowledge and his experience of the world around him to what he
has read. He tries to assess the worth of the information provided, to decide
whether it is correct or incorrect, whether it agrees with his own thinking or
not, whether it is constructive or destructive, conservative or progressive,
revolutionary or reformative. He evaluates not only the information but also
the way it has been presented. The organisation of the information, the language
used and the figures of speech and the imagery are minutely analysed and evaluated
and judgements framed.
3.
Process of Reading
Pre-reading----
Knowledge of ideas,
Facts etc.
|
·
Understanding meaning
·
Putting it in context
·
Reconstructing the whole idea
·
presented by the knowledge 1.Referring
to present
2. Fusing new knowledge
with old knowledge
for better understanding
Reading the lines Reading between the lines
What has he actually written? Does he really mean
What are the facts? what he says?
How are they related? Is he saying more
than he has written?
Evaluation
1. Pre-reading – Early
in life, we acquire a working knowledge of our mother tongue by hearing the
elders communicate among themselves and with us. We pick up the phonemes of the
language. We also learn how to combine them into syllables and words. Our
exposure to the language equips us with some vocabulary of the language as
well. We are able to use language for common day-to-day purposes.
We
become familiar with the syntactic structures of the language and the basics of
its grammar.
We
also acquire some knowledge of the concepts that we come across in our daily
life.
Exposure
to their communication also equips us with the ability to reason and draw
inferences from what has been explicitly stated.
This oral
linguistic competence is a pre-requisite for learning how to read. It proves to
be of great use to us when we begin to learn how to read.
In
addition to that, by seeing people read, we learn a good many things about
reading.
I.
We
learn that we speak can be represented on paper by making some marks.
II.
We
learn also what print or writing looks like.
III.
We
learn also that these marks can be reconverted to speech.
IV.
We
come to know whether our language is read from right to left or from left to
right.
2.
Phonological Awareness
With the
passage of time, early familiarity with the sound system of the language
develops into a strong awareness. We
become aware that that the continuous flow of speech can be broken up into
words, syllables and phonemes (Individual sounds). We not only gain a complete
knowledge of the phonemes used but also master the skill of articulating them.
The ability to articulate them becomes the foundation stone of the future
reading ability. The ability to combine the phonemes into larger units and to
divide the larger units into phonemes is crucial to reading and spelling.
Without it, it is impossible to learn how to read.
3.
Using Phonics to
recognise words
The first formal step towards
reading is the learning of phonics. We begin to recognize the shapes of the
letters of the alphabet and the sounds they represent. Then we learn to combine
these words form words. We also learn the rules of word structure – the
morphology of the language. We learn the skill of deriving new words by affixing
prefixes and suffixes to the roots. We also become aware of the meanings of the
suffixes and prefixes and the rules which govern the morphological process.
By using our knowledge of
vocabulary, we begin to recognise words quickly. Here, it is important to
realise that we do not apply these rules to each word in order to recognise it.
We become familiar with the shapes of the words and just a look at them is
enough to recognise them. If we were to apply the rules of structure to each
individual word, that would hinder the process of reading and we will not be
able to read fluently. This is especially true of irregular words. Their shapes
are committed to memory so well that immediate recognition becomes possible.
Even unknown words are recognised easily if the morphemes that make them up are
already known. Mastery of the rules of structure and their repeated application
helps us to automatically recognise the words by seeing them. This helps us to
concentrate on meaning. It is here that comprehension begins.
4.
Comprehension
Literal Meaning by Using Knowledge of Vocabulary, Syntax and Grammar
Using our knowledge of vocabulary
to comprehend the meaning of the text is the next step. Word meanings are the
key component of comprehension. 70 to 80% of comprehension depends on the
meanings of the words. Part of our vocabulary is acquired through direct
instruction and part of it is acquired through independent reading and
listening.
We also use our knowledge of
syntax and grammar to determine the meaning of what we read
5.
Achieving Fluency
in Reading
We do not read words singly. For
fluent reading, we read them in groups jumping from one group to another.
Fixing our eyes on one word at a time would make our pace very slow. Decoding
of semantic and syntactic meaning is done simultaneously. We also try to guess
the meaning of unfamiliar words with the help of the context and environment.
Reading fluently and comprehension are simultaneous processes.
Reading in turn expands our
vocabulary and thus speeds up comprehension. Speedy comprehension and fluency
are achieved through extensive independent reading. It helps us to master
automatic recognition and decoding skills.
6.
Interpreting
Determining literal meaning is
only one part of comprehension. Drawing inferences and making deductions is the
other part. We try to read between the lines and see the meaning hidden behind
the words. By using what has been explicitly stated, we try to make out the
implied meaning. Understanding the literal meaning and making inferences go on
side by side. They are not sequential but simultaneous.
As we read, we also try to
establish cohesive links between the different parts of the text. We try to
understand how different sentences, paragraphs and sections of the text are
related to one another and how the information has been organised into a
well-structured whole.
7.
Association
At the same time, we use our
previous knowledge and experience to determine the meaning of what we are
reading. We compare and contrast the current information with the information
that we already have and the knowledge that our own experiences have taught us.
We interpret the new information in the light of the old information and fuse
the one with the other. This helps us to understand the meaning in a better
way, retain it longer and recall it whenever we need it.
8. Evaluation
The
next step in reading is to attempt an appreciation of what
we have read. We try to understand the purpose of the author and to decide
whether the purpose with which we had started reading the text has been achieved
or not. We assess the quality and worth of the information as well as its
presentation.
We try to judge how useful the
information can be to us and to the society in general, whether it is
conservative or progressive, constructive or destructive, reformative,
revolutionary or rebellious, convincing or unconvincing, in agreement with what
we already know or different, adequate or inadequate.
At the same time, we try to judge
whether the information has been presented in a well organised manner or in a
chaotic way, whether the presentation is crude or artistic. We also evaluate
the language used as the vehicle of information – whether it is simple and easy
or difficult and complicated, whether it is appropriate to the targeted
audience or not, whether it is idiomatic, flowery and aesthetically beautiful
or not. The last stage in the process of reading is this critical evaluation of
what we have read.
4.
Reading Strategies
In order to get the maximum
benefit out of our reading, we make use of a large number of strategies. These
strategies enable us to read faster, comprehend more efficiently and retain the
information longer and be able to recall it at will. Some of these strategies
are listed below.
1.
Planning
First
of all, we plan what we want to read. The decision depends on the
information we need and the purpose with which we want to read.
2.
Determining the
Purpose
Next we determine the purpose of
our reading. We decide whether we are reading for pleasure or for gathering
some kind of information. If we are reading for information, we have also
decide whether we want to study the text deeply trying to understand every
aspect of the information, or just to get a general idea of the contents. We
may even be reading in order to locate a particular piece of information. The
time we need to devote and the speed at which to read depends on the purpose of
reading.
3.
Framing Questions
When reading for information, we
frame questions to which we want to find answers. The, as we read, we try to
find answers to those questions.
4.
Proper Time
Depending on how deeply we want
to go into the text, we have to decide how much time we need to read it. We
must give ample time to read a text in order to fully appreciate its value.
On the other hand, we also have
to consider how much time we have at our disposal. We have to decide the
reading speed and technique according to the time available to us.
5.
Preparing Our Own
Table of Contents
We may not want to read the
contents in the order in which they are given. We can decide the order in which
we want to read them and prepare our own table of contents.
6.
Previewing
Before we start reading, we have
a quick glance at it and try to have a general idea of its contents. We may scan
or sample it to prepare ourselves for reading it. This helps us to understand
the contents faster and more efficiently.
7.
Activating
Previous knowledge
After getting a general idea of
the contents, we can recall all the relevant previous information that we have
relating to the topic that the text deals with. It helps us to understand the
text more effectively and more quickly.
8.
Eye fixations and
Their Duration
We cannot read fast enough if we
read one word at a time. Actually, we cover several words at a time. To read
fast, we have to cover more words in one eye fixation and thus reduce the
number of fixation. At the same time, we try to reduce the duration of
fixations. These skills are mastered through practice.
9.
Using Context
We do not consult the dictionary
to find the meaning of every new word. If possible, we try to understand its
meaning by using the context. If we are not reading for a thorough
understanding, we may even sometimes ignore them if we can follow the general
line of argument or narrative without knowing their meaning.
10.
Predicting
To achieve fluency, we try to
predict what is coming next. We read one word and try to guess what will come
next. The same is true of phrases, sentences, paragraphs and different sections.
11.
Word Attack
Strategies
To understand the meaning of
words, we also use word attack strategies. We divide the words into
morphological constituents – roots, prefixes and suffixes – and thus try to
make out their meaning.
12.
Paraphrasing
To achieve a better comprehension
of the contents, we can rephrase a sentence or phrase in different words of our
own.
13.
Inferring
As we read what is there on the
page, we also try to draw inferences, make deductions and understand that part
of the meaning which is implied but not explicitly stated.
14.
Highlighting
We highlight the important
information as we read by underlining it or by using a highlighter so that we
may be able to locate it easily when we need to.
15.
Taking Notes
We keep taking notes as we read.
We may note down the important information on a piece of paper, in a note book or
even in the margins of the text.
We may take graphic notes
organising the information in different ways as for example in a pyramid or inverted
form or in the form of a graph or a table etc.
16.
Prioritising
Information
All the information that we get
is not equally important and useful. We can decide which part of it is more
important and which is relatively unimportant and arrange it in the order of
importance.
17.
Visualising
As we read, we use our imagination
and try to see with the mind’s eye what we are being told in the text.
18.
Questioning the
Text
We do not blindly accept what we
are told. We sometimes question the information provided by the text. We
reflect on the challenges that the text poses to our attitude towards life, our
political, religious, and other kinds of beliefs and opinions. We may even put
a tick mark or a cross even as we agree or disagree with the author.
19.
Asking Questions
As we read, we also keep asking
questions and trying to find answers to those questions. These questions keep
us focused on the reading and do not allow our attention to wander.
20.
Stop and Monitor
After reading a part of the text,
a paragraph or a section, we can stop for a while and review what we have read.
Such monitoring allows to repair our comprehension, to revise what we have
learnt and to retain it longer.
21.
Think Aloud
Every now and then, you may stop
and try to tell yourself aloud what you have read so far. It helps not only in better
comprehension but also in longer retention
22.
Use the Glossary
Many texts contain a glossary of
words and technical terms at the end where their meaning is explained. We must
make proper use the glossary instead of rushing to the dictionary every time we
come across something that we do not understand. It saves much time and labour.
23.
Re-read the Text
If need be, re-read the text to
make sure that you have understood everything and understood it correctly. It
gives you a chance to repair your comprehension and retain the information for
a long time.
24.
Summarise
After completing your reading,
use the notes that you have taken and write a summary of what you have read. By
doing so, you are able to internalise it more efficiently and remember it for a
long time.
25.
Critically
Evaluate
After finishing the reading,
attempt a critical assessment of the text you have read. Try to form a
judgement about the worth and value of its contents as well to appreciate the
manner of presentation.
26.
Extensive Reading
Read extensively in order to
become a better and more efficient reader. The more you read, the more you will
master the art of efficient reading. Practice is the only way to achieve
perfection in everything.
27.
Know What Works
for You
Every individual is a different
individual. What works for one person may not work for another. You are the
best judge of which strategy is more effective in your case. Choose the
strategy which you think is most effective in your case.
5.
Reading
Activities
Reading is not a passive
condition. It is not just a matter of reception of printed or written
information without any active involvement. It consists of a series of mental
activities which include not only recognising the symbols and decoding their
meaning but also drawing upon our previous knowledge and past experience,
checking the message, evaluating the content and manner of presentation,
learning lessons, checking for difficulties and finding solutions as well as a
number of other activities. Experienced readers perform a number of activities
without even being aware of many of the things they are doing. Thes activities
can be divided into three parts.
A. Activities performed before reading
1. Deciding the purpose: First of all, we have to
decide what to read and why to read it. We have to be clear about the purpose
of reading. We have to decide whether we are reding for pleasure only or for
gaining information. We also have to decide how deeply we want to read the text
we have chosen. We may choose to study it minutely or only to scan or sample it
for getting a general idea of its contents or to locate a particular piece of
information.
Deciding the purpose gives focus
to our reading, makes us selective, and helps us to determine the technique and
pace of reading. We ask ourselves some questions and answer them.
I.
What do I want to get out of this reading?
II.
Why have I selected this particular text?
III.
Can I sub-divide it into parts or sections? If yes,
what those sections are.
IV.
Do I need to read and understand every word or is it
enough to skim, scan or sample it?
V.
What do I hope to find in it?
VI.
What has pre-viewing told me about it?
·
To answer these questions, we have to skim, scan and
sample the text.
·
Look at the pictures, maps, titles, captions,
graphs, charts and tables.
·
Identify and discuss unfamiliar words.
·
Recall relevant previous knowledge.
·
Frame questions to which we want to find answers.
We do these things in order
·
to get an overview of the text
·
to find areas of interest
·
to get familiar with pertinent vocabulary
·
to develop information necessary to understand the
present text
·
To get a clear idea of the purpose of our reading
B. What we do during reading
·
Every writer begins has some assumptions about what
kind of knowledge his readers would have before they begin to read. We try to
understand what the writer expected us to know before reading his work.
·
We identify the starting point of the writer’s
argument
·
We identify and note down the important information
in the text
·
We try to establish connections between the
different parts of the text. Words like however, but, moreover, thus, as a
result, consequently, therefore, so, hence, similarly, conversely, because,
since, for, to, in order to, with a view to etc. help us to establish these
links.
·
We examine whether the argument is consistent or
not, to identify gaps, if any, in it
·
We evaluate the evidence and decide whether it is
sufficient and convincing
·
We keep predicting what will come next.
·
We keep looking for meaning hidden behind the text
and drawing inferences from what is explicitly stated in the text.
·
We keep using the context to guess the meaning of
the unfamiliar words.
·
We keep asking questions and trying to find answers
to those questions.
·
We also go on classifying the information we get out
of the text.
·
We use our imagination to visualise the things we are
reading about.
·
We keep making use of the illustrations like maps,
graphs, tables, pictures in order to have better comprehension of the text.
Why we do it
We do so
·
to achieve fluency and smoothness in our reading.
·
To improve comprehension
·
To develop strategies for monitoring our reading
·
To expand our knowledge by finding answers to our
questions
·
To select and organise information for subsequent
review and use.
After Reading
We always read with a purpose.
When we finish our reading whether the purpose with which we had started
reading the present text has been achieved.
·
We decide whether we have found answers to all the
questions we had in our mind or whether there are any questions which have been
unanswered.
·
Whether the author had any assumptions which we
failed to realise at the beginning.
·
We examine the conclusions drawn by the author and
determine whether those conclusions are sound, unbiased, impartial and
convincing.
·
We also try to draw our own conclusions.
·
We ask ourselves whether we have understood every
part of the text we have read or whether there is any part that still needs
clarification.
·
We critically evaluate the matter presented and the
manner of presentation.
Why we do these
things
We do so
·
to reinforce our comprehension of the text.
·
To determine how much we have learnt from our
reading, what new information we have gained.
·
To view new information in the light of the old information
for better understanding
·
To put the information we have received in order in
order to retain it for future use.
·
To be able to analyse, synthesise, summarise and
evaluate the information
·
To exercise our faculty of thinking it to develop it
further.
6. Reading Methodologies
Reading methodologies refer
actually to the methods used for teaching reading to children. Different
methods have been suggested to accomplish this task successfully. Each one of
them has some merits. Each one also suffers from some defects. There is no
ideal solution. The best solution lies in using these methods in combination to
reap the advantages of each as well to overcome its shortcomings.
1. Phonics Method
The phonics method is the best
known and most widely used method of teaching children how to read. Teachers
use this method all over the world with great success. According to this
method, the teacher proceeds in the following order. It is important to know that
the child is already familiar with the spoken form of the language before he
starts learning how to read. He is equipped with the knowledge of the phonemes
of the language which he has acquires by listening to people around him
communicating with one another. This exposure to the spoken form of the
language has also made him acquire knowledge of some commonly used words as
well as the basics of the grammar and syntax of the language. In fact, it is
not possible to teach a child how to read without first possessing this
rudimentary knowledge of the language. Formal teaching in the mechanics of
reading begins from this stage.
I.
First of all, we teach a child to read the letters
of the alphabet used to write the language. We familiarise him with the shapes
and names of the letters in order to enable him to identify them when he sees
them on paper.
II.
The next step is to teach him the connection between
the letters of the alphabet and the phonemes (sounds) of the language. He is
taught which letter stands for which sound.
The teacher proceeds slowly in
the beginning but the child soon begins to move on faster and the teacher
slowly goes on increasing his speed. He may take two or three days initially to
teach one letter and move on to one letter a day and then several letters a
day.
III.
The third step in the process is to teach him to
combine the letters into words. We begin with simple two letter words and then
we move on to three and four letter words. Gradually, he begins to read longer
words. To make learning easy and interesting to him, the teacher uses words
which he has already become familiar with through his experience of the world.
Initially, the words used are also ones which differ minimally i.e. which
differ in one sound only such as free, three and tree.
IV.
In the fourth stage, he is taught to read groups of
words as phrases and short sentences. Again, the sentences used at this stage
are made interesting by using words which rhyme together. Sentences like the
following are generally used at this stage –
The cat sat on the mat and looked
at the rat.
The hen is in the pen.
Advantages
I.
Experience shows that this method is very
successful. The child begins to read simple words within two or three weeks.
II.
It equips the child with the tools which he can use
independently to read and learn new words which he has not come across earlier.
Doing so enables the child to expand his vocabulary. With the help of these
tools, he soon begins to read longer sequences without any outside help.
Disadvantages
I.
The major disadvantage of the method is that it
focuses on sounds only and ignores the concepts which the words represent. The
teacher learns to read the words without knowing their meanings. Because he
does not know the meaning of the words he is reading, the child begins to lose
interest.
However, this weakness can be overcome by
using words the meanings of which the child is already familiar with. When the
teacher has to use unfamiliar words, he can explain their meanings as well to
sustain the child’s interest.
II.
The method is very slow. Sometimes, it takes a whole
week to teach one letter to a child. At the most, we can teach one letter a day.
The slow progress disheartens the child by giving him a sense of failure and
makes him lose interest in learning.
But this weakness is more
imaginary than real. It is true that initially, the teacher has to go slow. He
may sometimes have to take two or three days to teach one letter. But
experience shows that children are natural learners. Once they get started, the
pace of their progress is really surprising. Within a few weeks, they start
reading simple texts independently.
2. Look and Say Method / Psychological Method / Applied
Method
In this method, we begin by
teaching the child how to recognise whole words rather than letters of the
alphabet. From words, we move on to sentences. The child begins to identify the
words and the sentences without acquiring any knowledge of the letters used to
spell them. He becomes familiar with the shape of the words rather than those
of the letters.
In this method, the teacher uses
flash cards with single words written on them. He shows the card to the
children and pronounces the word. The children look at the word and speak it.
Thus they get to know the shape of the world and are able to identify it
whenever they happen to see it.
For better effect, the words are
accompanied by pictures to make the child familiar with the shape of the word
as well as the concept it stands for. The child thus does not have to guess the
meaning. Seeing the picture along with the word makes learning interesting to
the child. In fact, the method does not have much value without the pictures.
From single words, the teacher
moves on to sentences. He begins to show the children several cards with
different words arranged so that they constitute a sentence. The teacher first
speaks the words singly while at the same time to the word he speaks and the
children repeat it. Then he reads the whole sentence and the children do the
same. In this way, by looking at the sentence and speaking it, they begin to
identify the whole sentence. Still they know nothing about the letters used to
spell the words of the sentence. As words may be repeated in a sentence, the
teacher has to make several cards with the same word written on them. To give
the children an idea of what the sentence means, the sentences must also be
accompanied by pictures. Otherwise, the children will not be able to make any
sense of them.
Advantages
It is
pointed out that a child who learns to read through this method is able to read
faster because he is able to identify words and sentences by looking at them
instead of first identifying the letters and then combining them to form words
and sentences. It saves him a lot of labour, effort and time. He is also able
to comprehend the meaning more easily as the pictures have already made him
familiar with the concepts.
Disadvantages
It is pointed out that this method makes children
poor readers as it makes them learn to read through the rote method. They cram
the sentences and learn to repeat them when they see them. But they are unable
to read the sentences which they have not already seen because they have not
been equipped with the tools required for independent reading which the phonics
method gives them. Consequently, they are not able to expand their vocabulary through
new independent reading.
To make it effective and yield better results, we
have to combine it with the phonics method. When used in combination with the
phonics method, it really shows wonderful results.
3. Language Experience Approach
In this method, the teacher makes use of the
children’s experience of the world of teach them how to read. The teacher makes
the child draw a picture. He then asks the child to explain what he has drawn.
Based on the description given by the child, he traces a sentence under the
drawing. The child trades over the sentence and reads it as he writes. This
helps the child to remember the sentence without much effort because the
drawing represents his own experience.
The pictures made by the child are collected by the
teacher and given the form of a book. The child is made to look at them again
and again and read the sentences written under them. Thus, every child has his
own book representing his own experiences.
Advantages
Some people use this method as the first step to
teach a child how to read because they think that it does not put much burden
on the child. The child can read the sentence easily as it represents his own
thought and experience. It also makes learning interesting. The child looks
upon the whole process as communication between him and the teacher. Therefore,
he does not have to put in much extra effort.
The method also makes reading and writing meaningful
as the child knows and understands what he is writing and speaking.
The method also supports the development of concepts
and expansion of vocabulary.
Disadvantages
The disadvantage of this method is that it too does
not equip the child with the tools which can enable him to read independently.
Ultimately, an individual has to learn those tools in order to be able to read
the texts which he has not seen earlier. The aim of teaching how to read is to
equip the child with these tools so that he may be able to read any text that
comes his way.
4. Context Support Method
This method aims at making reading easier and more
interesting by making use of the child’s interest in things and activities.
Different children have different interests. Boys are interested more in outdoor
activities and objects like cars and bikes. Girls, on the other hand, are more
interested in dolls and household activities. Based on the interest, we can
choose different types of books for them.
Advantage
The fact that the child is reading about something
which he or she has experienced, the reading is not a burden but a pleasure. A
burden is thus transformed into fun. It sustains the interest of the child and
makes him/her eager to learn more and more
Disadvantages
Like the Look and Say Method and the Language
Experience Approach, this method also does not equip the child with the tools
which enable him to read independently whatever he wants to read. The child is
thus left without a vital skill which, in any case, he has to learn sooner or
later because it is not possible to read independently without sufficient
knowledge of the alphabet and the phonics.
Moreover, it requires separate books to be prepared
not only for the different sexes but sometimes even for different children of
the same sex which is a very arduous task. It needs books written specially for
the purpose. On one side of the page, you have a long sentence. On the other
side, there are two or three words which occur in the sentence. The teacher
reads the sentence and makes the child repeat it. Then the child is made to
read the words independently. It is therefore a very costly and laborious
approach.
But the method can be usefully combined with the
other methods to make the more effective.
and good
recall 
