BY – KARTIK GUPTA SIR

 It is a receptive skill in written form. It is a decoding process

which enables the learners to extract thoughts, facts and
information from the printed symbols. Decoding means
deciphering sounds in words and sentences. It is an activity
with purpose.
 According to William S. Gray, "Reading is the process of
recognizing printed and written symbols, involving such
habits as accuracy in recognizing the words that make up a
passage, span of recognition,
BY – KARTIK GUPTA SIR
 rate at which words and phrases are recognised, rhythmical
progress of perception along the lines and accurate return
sweep of the eye from the end of one line to the beginning of
the next."
 Thus, reading involves the interpretation of ideas symbolised
by written or printed language.

 It is an interactive process that goes on between the reader

and the text, resulting in comprehension.
BY – KARTIK GUPTA SIR
 Reading helps the learners to:
 absorb vocabulary, grammar and sentence structure.
 pronounce words correctly.
 understand meaning of words.
 obtain information.
 have cultural knowledge and awareness.
 acquire speed and skills needed in real-life situations.
 gain general knowledge and widen mental horizon.

BY – KARTIK GUPTA SIR

 There are three components of reading
 Recognition of the graphic marks, i.e. looking at the printed
symbols.
 Correlation of these graphic marks with formal linguistic
element, i.e. producing sound.
 Correlation of sound with meaning, i.e. visualising concrete
idea or sense.

BY – KARTIK GUPTA SIR

 There are two methods of teaching reading as follows:

(a) Letter method (b) Non-letter method

Alphabetic method  Word method
Phonic method
 Phrase method
 Sentence method
 Story method

BY – KARTIK GUPTA SIR

 It is the most commonly used method.
 In this method names of letters are taught in their alphabetic order.
 Its teaching sequence is letter, words, phrases, and sentences.
 It is dull and monotonous because letters themselves have no meaning
and the pronunciation of a word is not the combination of sounds of
the letters constituting the word.
 Ex.: knife, know, no, etc.

BY – KARTIK GUPTA SIR

 Sounds of letters are taught instead of their names.
 It is confusing because sounds of some letters are similar, for example
'C' as 'k' in 'Cat', 'K' as 'k' in 'Kanpur', 'C' as 's' in 'Cite', 'S' as 's' in 'Site'.

 In this method pictures of words are shown.

 It has meaning but no sense.
 All the words cannot be shown by the pictures.

BY – KARTIK GUPTA SIR

 In this method complete phrase is taught, for example, at the bottom,
over the head, in the shop.
 It does not express complete idea.

 In this method a complete sentence is taught. O Learners easily understand the meaning
and sense from the sentence.
 This method is regarded as the best method
 for teaching reading.

BY – KARTIK GUPTA SIR

 It is an advance method over sentence method.
 It creates interest.
 It conveys a complete unit of thought.
 It puts heavy load on the memory.
 Preparatory Reading
 it is a pre-reading stage.
 It is the stage in which language structures and vocabulary are taught,
i.e. giving meaning of different words and phrases.

 Productive Reading
 In this stage letters and words are emphasised. In this stage habit of
reading is formed.
 Imagination Realisation
 In this stage, reading becomes vigorous.
 In this stage, learners become accustomed to the use of books.
 Types of reading are as follows:
 (a) Loud reading
 (b) Silent reading
 (c) Intensive reading
 (d) Extensive reading

Loud Reading
O It is also known as oral reading/aloud reading.
○ It develops mechanics of reading:
♦ The sounds of a language that are significant
for meaning.
♦ The force with which syllables are said.
The rise and fall in pitch level.
♦ Where to pause or not.
 It is also known as oral reading/aloud reading.
 It develops mechanics of reading:
 The sounds of a language that are significant for meaning.
 The force with which syllables are said.
 The rise and fall in pitch level.
 Where to pause or not.
 Objectives
 To help in correct pronunciation, intonation, stress and rhythm.
 To help in conveying ideas.
 To help in understanding meanings.
 To prepare the learners for silent reading.
 Advantages
 It helps in proper method of reading.
 It develops the skill of speech.
 It helps in correct pronunciation, pause, etc. and develops confidence
among the learners. It is good for the beginners.
 Disadvantages
 It is not a source of pleasure.
 It is not useful in later life.
 It forms a barrier in extensive reading.
 Reading in actual life is mostly silent reading.
 Silent reading enables the learners to comprehend the meaning.
 The speed in silent reading is more than in loud reading.
 Objectives
 To read with ease, speed and fluency.
 To expand/enhance vocabulary.
 O To develop interest.
 To read with comprehension.
 Not to disturb others.
 To gain pleasure as well as information.
 Movement of lips during silent reading retards the speed of reading.
 It means reading the text in parts for detail, i.e. it is a detailed study
of the text.
 It is local comprehension.
 Learners master at the productive level all the new vocabulary and
grammatical items they come across.
 Objectives
 To increase active vocabulary.
 To develop taste for reading.
 To extend knowledge and command over English.
 To understand each and every detail precisely.
 Advantages
 It allows model reading by the teacher and reading aloud by the learners.
 It explains meaning of new words.
 It helps in learning grammar.
 It helps in improving power of expression.
 Disadvantages
 It is long and uninteresting.
 It rarely gives joy and pleasure.
 It emphasises too much on language.
 It means non-detailed study of the text book. It is associated with day-to-day life
like reading a newspaper, an article or other things.
 It is done for pleasure.
 It focuses on main points.
 It is to train the learners to read directly and fluently in the target language and
develop vocabulary.
 Objectives
 To increase passive vocabulary.
 To develop interest and pleasure.
 To increase mental horizon by gaining wide knowledge.
 Advantages
 It helps in assimilation of ideas.
 It enhances silent and individual reading. It reinforces command over English.
 Disadvantages
 No model reading by the teacher.
 Explanation of new words is not done.
 There is no learning of grammar.
 Reading strategies help the learners to read more quickly and effectively. Reading
strategies are as d follows:
 Pre viewing
 It means reviewing titles, sub-titles, section headings and photo captions to get a
sense of the structure and content of a reading.
 Example: The title, 'Gulliver's Travels', indicates that the chapter is about the travel
experiences of a person named Gulliver.
 Predicting
 It means using prior knowledge of the subject matter and ideas as clues to get the
meaning of unknown words.
 Using knowledge about the author to make predictions about writing style,
vocabulary and content.
 Example: 'Gulliver's Travels' by Jonathan Swift.
 The learners can predict that Gulliver went somewhere and had written his
experiences.
 But from the name of the author they will predict that the story is based on
adventure, imagination and fantasy.
 Skimming
 It is quick survey of the text to get main idea. O Unwanted chunks are left out.
 Example: In 'Gulliver's Travels', when the learners quickly read the chapter to find
out where did he go and was he saved or not is known as skimming.
 It is a fast-reading activity.
 Scanning
 It means examining everything closely and minutely, i.e. getting detail information
or specific information.
 When the learners read the chapter 'Gulliver's Travels' in detail to know where did he
go? Whom he met? How he or they behaved? What did he do there? What did they
do with him? How he went there? etc. then it is known as scanning.
 Synthesizing
 It means putting together information to highlight important points and drawing
conclusion at your own.
 Paraphrasing
 It means stopping at the end of a section to check comprehension.
 It is to get the main idea and details in own words. It is like talking to oneself.
 Examples: After reading the above extract, if the learner stops to find whether there
was a river or spring or any inhabitant or why did Gulliver go on the land? or how
was the land? It is paraphrasing.
 Reading activities should be based on the following concepts:
 to increase communicative competence of the learners.
 to build confidence of the learners.
 to recognise the purpose of reading-
 to get the main idea or
 to get specific idea or
 to get pleasure or
 to practice or review specific grammatical instructions or
 to make the learners familiar with the typical structure of a certain type of text.
Broadly reading activities are divided into two categories:
 (a) Pre-reading activities
 These prepare the learners for reading.
 These include:
 ♦Previewing, predictions
 ♦ Skimming
 ♦ Reviewing vocabulary and grammatical structures
 ♦ Reading comprehension questions to focus attention on finding answers while
reading
 ♦ Guessing from the context.
 These activities are very crucial at lower levels of language proficiency.
 (b) While-reading activities
 These activities check learners comprehension as they read, i.e. comprehending a
sentence by putting together the meaning of its constituent words.
 These includes:
 Scanning and reading for pleasure
 Intensive reading (reading thorough understanding), so that they can answer
carefully chosen questions
 While teaching reading the instructor/teacher should focus comprehension from the
beginning.
 At the primary level reading should be introduced through stories.
 Learners should be motivated to read more story books. This will increase their word
power (vocabulary) and the learners will clearly express their views.
 Vocabulary can be taught directly or through usage or through synonym or
antonym.
 When the learners put their first step in school, i.e. start coming to school, guided
reading should be provided to them.
 Using words from the context in the text can develop reading skills.
 Guessing meaning from the context helps in increasing vocabulary which is an
important factor in developing reading.
 Asking prediction questions help in comprehension.
 Reading more books/materials in the target language enable the learners to
distinguish between academic and spoken forms of the target language.
 Contextual and verbal clues help in gaining meaning while reading between the
lines.
 Silent reading helps in inferring meaning of new words from the context.
 Meanings of new words should not be given directly, let the learners to discover the
meaning using clues.
 In the communicative proficiency, learners' reading level is the level at which the
learner is able to use reading to finish communication goals. Reading skill can be
assessed in the following ways:
 Providing a reading task with a variety of items.
 Reading accuracy can be assessed by phonemic sounds, pronunciation, intonational
and rhythmic criteria. This can be done through loud reading.
 Asking comprehension questions.
 Eliciting learners existing knowledge in prereading discussion.