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

The aim of the work. Reading instruction in high school aims to help pupils improve their reading abilities so they can read texts effectively and efficiently. The purpose of reading is
a) to help young people learn the fundamentals of comprehension so they can read and comprehend general-interest materials.
b) to read to expand their general knowledge.
c) to choose the reason for reading.
d) to modify their reading techniques.
e) to improve their capacity for critical reading.
The theoretical and practical value of the work. This research work comprises important materials written by distinguished professionals in the field and may be helpful in the Methodology lectures at universities and in practical reading lessons at secondary schools.
The research work consists of two chapters: the first one focuses mostly on the problems students face in the reading process and the assessment of their skills.
The second chapter fully focuses on approaches that can be used during reading lessons and it helps to organize lessons effectively.

Chapter 1.The assessment of reading skills and the analysis of
student’s problems
1.1. Developing Effective Reading Assessment Concepts
In this post, I concentrate on three aspects of reading evaluation that, in my opinion, are essential for students' reading growth: the construction of comprehensive
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Formative assessments, determining the many variables that affect students' reading development, and promote student autonomy by assisting students in becoming proficient with reading assessment on their own. I also discuss the constant and unfavorable consequences of testing on efforts to assess related reading skills.
As we assess, we draw conclusions about a student's reading style based on a sample of reading behavior. It is worthwhile to give this concept some thought as it is a truth that all reading assessments share components
Effective evaluation, according to Pellegrino, Chudowsky, and Glaser (2001), is achieved when we pay attention to three different but connected components.²
First, we need a thorough model of the object we want to evaluate. Fortunately, we have comprehensive reading models that outline the skills pupils need to read effectively. They also explain the growth of these "must-haves." For instance, research has shown that pupils need phonics and reading motivation in order to succeed. It follows that these clearly important factors in reading development should be the focus of assessments of student reading.
Second, we must create assessment tools and processes that produce accurate and trustworthy assessment data when deciding what to test. We have a wide range of evaluation alternatives for phonics. We can observe errors that indicate phonics practice is necessary while we listen to a youngster read aloud. We can provide them with flashcards that are focused on particular phonetic information. To investigate phonics understanding in productive language acts, we might examine a child's writing. We are able to give a phonics test. Despite the lack of motivation tests, classroom observations help us understand student motivation better. We can
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also ask students to evaluate their reasons for reading in both general and set of circumstances contexts. A motivational survey or checklist can be used.
Third, the inferences we draw from the assessment data constitute the third phase in an efficient assessment. For instance, we may say with certainty that a kid has a working understanding of the cl blend if they can name five images that reflect words that contain the cl consonant blend (for instance, climb, clothes). They can also compose stories with characters starting with cl. We can infer that a student who eagerly anticipates reading in class every day is motivated differently than a kid who tries to avoid reading at all costs.
A major goal of reading instruction is fostering the development of independent, successful student readers. To be independent and successful, all readers must assume responsibility for self-assessment: setting clear goals for reading, monitoring progress along the reading path, and determining if reading is successful. We can obtain the data that guide our instructional decision-making when we see reading assessment as a crucial teaching duty. When we approach reading evaluation as a teaching tool, we may assist students’ progress toward the objective of independence through self-evaluation. We wish to employ an evaluation that assists students in changing their orientation from one that is outwardly focused and dependent on the teacher for assessment feedback to one that is inwardly focused.
We must give students the resources they need to complete the assignment as they acquire this self-assessment mindset. Many reading evaluation programs fall short in the following areas: Assessment is done to or for students, even if they do a good job of evaluating students' development. Outstanding reading assessment programs aid in transforming assessment such that it is carried out first with students and then by them.

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To conclude, a large number of educators, parents, students, administrators, and other concerned people are questioning the current system of reading assessment, which is at a crossroads. Now, a significant portion of school funding is allocated to strong exams, which provide very little information that can assist teachers in understanding the unique characteristics and instructional requirements of each student.

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