Kurs ishi Mavzu: Approaches to teaching reading skills at secondary schools Bajardi

Origins of the reading challenges students faced

Our students will struggle to sample and infer the four signs when we examine the reading process. Based on their previous experience, teachers can assist students and teach reading within the context of communicative language teaching:

• 
  Decoding. The teaching of reading skills may become challenging if pupils are unable to interpret the markings (letters of graphs) they see in a text into something they can articulate. For instance, failing to decode a text can discourage children from reading it repeatedly.
  

• 
  Vocabulary. Vocabulary difficulties in the text. Students who don't know the words or have incorrect ideas about what they mean can cause problems while trying to understand how a text works. Several high secondary school pupils claim that a paragraph that deals with a particular sub-theme has numerous terms that they find challenging. In this context, it is advised that before using a text for teaching or learning purposes, a teacher should identify it and evaluate its readability
  

• 
  Syntax. The third source has a word order problem. Think about the following phrases: "The fish ate Feruza" or "Feruza ate the fish." The two sentences have distinct word orders. Important information is sent by the
  

7
word order, such as which sentence element is the person and which is being acted on (or the object). Our observations suggest that students frequently struggle to recognize the word order of the given sentences presented in a particular text.

• 
  Cohesion. Cohesion, or the connections between phrases in a text, is a fourth area of difficulty. Students frequently become upset when they are unable to recognize these connections.
  
• 
  Passage structure. Passage structure is a fifth area of challenge. To understand how the text's larger pieces are connected, we can follow several rules when conducting text. For example, if a book is structured from general to specific, the first few paragraphs may get increasingly specific by using phrases like "There are three kinds of ".The first is, followed by the second, and so on. Sequence, cause and effect, narrative, and other structures are also frequently used. Because they are unfamiliar with text or passage organization, students often struggle to identify the main concept or point of a paragraph.
  
• 
  Background information. The last source is prior information. Because they are unfamiliar with the topic or sub-theme of the provided literature, they struggle to comprehend it effectively. For instance, students who live in distant places and have never seen or used a telephone or computer will find it difficult to understand texts concerning those devices. In this situation, it is the responsibility of the teacher to choose a theme or sub-theme based on what the pupils know already.