Kokand state pedagogical institute faculty of foreign languages department of the english language and literature

CHAPTER 1. TEACHING METHODS OF READING
1.1 Methods of Teaching Reading Comprehension
The whole point of strategy instruction is for students to understand text - to find certain types of information, access and interact with the ideas put forward - a means to rewarding ends. Research has shown that, when students monitor their own comprehension and know when and how to use a strategy, their reading comprehension improves. In contrast, when students practice using a strategy (ex. do a "connections" worksheet) as an ends in itself, they improve in isolated strategy use but not in reading comprehension.In short, he warns us not to evaluate predicting ability, but to use it to motivate students through text, and to provide practice in finding certain information: motivation, cause and effect, and linguistic connections.Example: Have students predict what a character will do when faced with an ethical dilemma, or how Oxygen might become an ion and how it will behave when it does.
Comprehension Monitoring: Teach students to identify parts of the text they do and do not understand by annotating and traffic lighting.
Summarizing: Teach students to identify main ideas and details and determine what's important.
Questioning: Teaching students to ask questions can deepen their own learning of that of their peers, especially if we teach them how to ask questions at different levels.
Making Connections: Making Text-to-Self, Text-to-Text, and Text-to-World help students to assimilate new concepts into their current schema. When we learn something new, we attach it to our prior knowledge of the world. To encourage high quality connections, first co-construct criteria with students for Emerging, Developing, Proficient, and Extending Connections.
Visualizing: Sample Lesson
Searching & Gathering: Readers search and gather in order to make inferences, confirmations, generalizations, evaluations and conclusions. When we search and gather, we look for patterns that amount to a bigger
Adjusting
Evaluating
Analyzing
Synthesizing
Language Comprehension
Reading-Specific Background Knowledge
The Text Structure Strategy teaches students how to predict, find, and summarize main ideas and details of different types of texts, like narrative, expository, or persuasive.
Verbal Reasoning
Making inferences
Metaphor
Language Structure
Use the handouts on this Grammar Site as examples of how to work on sentence structure. Use this one for explanations. Teach the concepts below, in order, one at a time, using the "I do, we do, you do" method. Use student work, rather than the worksheets, to teach the concepts so the learning is relevant, local, and immediate.
Reading as a goal and means of E LT
Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent «higher» forms of culture.This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.The communicative approach to language teaching has given instructors a different understanding of the role o f reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence development. Instruction in reading and reading practice thus become essential parts of language teaching at every level.Reading is type of speech activity and the goal o f teaching at all stages. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge ofthe language being read. The goal(s) for reading guide the reader's selection of texts.The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed.

Reading as a process

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meanmg. The reader uses knowledge, skills, and strategies to determine what that meaning is.
Reader knowledge, skills, and strategies include:
1.Linguistic competence; the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences.
2. Discourse competence; knowledge of discourse markers and how they connect parts of the text to one another.
3. Sociolinguistic competence; knowledge about different types of texts and their usual structure and content.
4. Strategic competence; the ability to use top-down strategies, as well as knowledge of the language (a bottom-up strategy).
The goal o f reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results is when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.
Teachers want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Foreign languages: where is the road to the destination//https://www.gazeta.uz/uz/2021/05/21/foreign-languages/