Title: Improving reading skill through comprehension method A2 level learners Author: Isakova Maftuna Ravshanbek qizi aim

Title:Improving reading skill through comprehension method A2 level learners
Author:Isakova Maftuna Ravshanbek qizi

AIM
A major aim in the teaching of reading is to get students use their knowledge to help them with their comprehension of reading text.

QUESTIONS
1.What is importance of teaching comprehension in reading?
2.What are the benefits of improving reading skill through comprehension method?
3.What are the problems in teaching reading skill?
4.What role does reading play for language learners?
5.How teachers engage learners in reading comprehension?
6.What is the main problem of learners in reading comprehension?
OBJECTIVE
The main objective of reading comprehension is that it can identify the main idea of the given text and it also can summarize or paraphrase the meaning of the written text. Rather it arouses the urge for questioning of the A2 level learners about the text or the book. Thus through this reading comprehension learners can understand the meaning of the text and the different words related to the text. And also another objectives are;
●to become active readers by engaging with the text
●to develop critical thinking
●to increase ability to understand others
●to give specific information about reading skills for improving
●to give solutions for reading problems
●to give effective ways to achieve a good comprehension
●to give advice how to read smartly
●to explain important parts of reading for learners
HYPOTHESIS
The comprehension hypothesis states that learners acquire language and develop literacy when language learners understand messages, that is when they understand what they read and what they hear, when they receive “comprehensible input”. Language acquisition is a subconscious process, it is while happening learners are not aware that it is happening, and the competence developed this way is stored in the brain .
SUBJECT
The participants in the research are twenty-two learners. It consist of ten girls and twelve boys in 53-specialized school which is located in Andijan. And their level almost A2 level and include in this group learners are ESL. The subject ranged in the age from 16 to 18, and they are native speakers of Uzbek.
METHOD

Research provides evidence for the ways comprehension is embedded into daily literacy lessons. Firstly, a supportive classroom context to promote comprehension must be developed. Duke and Pearson (2002, pp. 207-208) recommend teachers:

Ensure their students read engaging texts for significant amounts of time
Select texts for students which support authentic learning (i.e. interest-based or topic-based texts)
Provide a range of texts (multimodal, print-based, images, animations, graphic representations, video, audio, diagrams/charts, newspapers/magazines, fiction, non-fiction) for students to read in various genres (i.e. texts on different topics or different text types about the same topic)
Identify and discuss vocabulary from rich texts with their students
Provide time for students to talk to each other about the texts they read and have listened to
Provide time for students to write and reflect on their reading.
Multiple copies of literary texts promote opportunities for students to talk about texts with each other.
Reader/viewer has opportunities to activate their prior knowledge and make connections
● Before reading:
What ideas do I already know about this topic?
What known vocabulary will help me with this text?
What do I already know about this text type?
●During the reading:
This part of the text is just like another one I read/viewed.
This part is just like when I…
●After the reading:
I know more about this topic now. I can add this new information to what I already knew.
I have changed my mind about what I think on this topic because of the new information I read/viewed. This text reminds me of…