Principles of teaching to read

Tesis
The demand for English language learning has skyrocketed worldwide. The main reason for this is that English is the most widely used foreign or second language (L2) in the world. It is also the language of international commerce, science, education and technology, and people of different languages use English to communicate with each other.

The teacher should keep in mind that he/she should model all or part of the material being read (depending on the level of the students and the length of the material).

Students should be able to read the passage themselves before being prompted to read it.

Principles of teaching to read

Scholars have written principles of teaching; For example, Harmer (Citation2008) lists six principles for teaching reading:
1. Reading is not a passive skill:
2. Students should be engaged in what they are doing:

3. Students should be encouraged to respond not only to the language but also to the context of the reading text:

4. Prophecy is the main factor in reading:

5. Adapt the task to the topic:
6.6. A good teacher uses full text reading:

Four language skills are required to learn this vital and international language. Since reading is one of the four language skills, teaching it requires carefully selected activities, methods, and procedures.

Beatrice (Citation2008) defines reading skills as the cognitive processes a reader uses to understand a text. They don't need to read every word to understand the basic information. They know how to avoid unnecessary text and concentrate on the main idea. Therefore, students should be exposed to intensive and extensive reading situations.

According to Brown (Citation2001), half a century ago, reading experts argued that the best way to teach reading was through a bottom-up methodology: symbols first, grapheme-phoneme correspondences, syllables first. Teach vocabulary and lexical recognition, and then comprehension will follow. the sum of the parts. On the other hand, research has shown that top-down and bottom-up processing, or what is called "interactive learning," is almost always a key component of a successful teaching methodology, as both processes are important.

Thus, instructional practices designed to teach reading skills are expected to eventually transfer to independent reading. The strength of reading lessons should enable students to understand the reading material. In other words, the quality of reading instruction should enable students to acquire a variety of reading skills.


Therefore, the main goal of teaching English is to enable students to use the target language and express their thoughts and opinions.