Types of Reading

Today we will discuss about types of reading. Actually there are many types of reading,  but today we will discuss about extensive and intensive reading.

1.      Extensive Reading

There have been conflicting definitions of the term “extensive reading.” (Hedge, 2003, p. 202) Some use it to refer to describe “skimming and scanning activities,” others associate it to quantity of material. Hafiz and Tudor state that:

the pedagogical value attributed to extensive reading is based on the assumption that exposing learners to large quantities of meaningful and interesting L2 material will, in the long run, produce a beneficial effect on the learners’ command of the L2. (1989, p. 5)

 Inspired by Krashen’s Input Hypothesis, researchers have shown renewed interest in  extensive reading in recent years. This is seen most clearly in various trends adopted by ELT institutions. Students are urged to read independently by using the resources within their reach (Hedge, 2003, p. 200-201). Besides, there has been a growing interest in researching the value of extensive reading. Hafiz and Tudor (1989) conducted a three-month extensive reading programme as an extra activity. The subjects were Pakistani ESL learners in a UK school and  146 their parents were manual workers with limited formal education. The results showed a marked improvement in the performance of the experimental subjects, especially in terms of their writing skills. The subjects’ progress in writing skills may be due in part to “exposure to a range of lexical, syntactic, and textual features in the reading materials” as well as the nature of “the pleasure-oriented extensive reading.” (Hafiz & Tudor, p. 8)

Hedge believes that extensive reading varies according to students’ motivation and school resources. A well-motivated and trained teacher will be able to choose suitable handouts or activities books for the students. The Reading Teacher journal, for example, publishes a list (Appendix A) every November of over 300 newly published books for children and adolescents that have been reviewed and recommended by teachers.

Hedge (2003) also states that since extensive reading helps in developing reading ability, it should be built into an EFL/ESL programmes provided the selected texts are “authentic” – i.e. “not written for language learners and published in the original language” (p. 218)- and “graded”. Teachers with EFL/ESL learners at low levels can either use “pedagogic” or “adapted” texts. Moreover, extensive reading enables learners to achieve their independency by reading either in class or at home, through sustained silent reading (SSR). Carrell and Eisterhold (1983) argue that SSR activity can be effective in helping learners become self-directed agents seeking meaning provided an SSR program is “based on student-selected texts so that the students will be interested in what they are reading. Students select their own reading texts with respect to content, level of difficulty, and length.” (p. 567)

2.      Intensive Reading

In intensive (or creative) reading, students usually read a page to explore the meaning and to be acquainted with writing mechanisms. Hedge argues that it is “only through more extensive reading that learners can gain substantial practice in operating these strategies more independently on a range of materials.” (ibid, p. 202) These strategies can be either text-related or learner-related: the former includes an awareness of text organization, while the latter includes strategies like linguistic, schematic, and metacognitive strategies. Hafiz and Tudor (1989) differentiate between extensive and intensive reading:

In intensive reading activities learners are in the main exposed to relatively short texts which are used either to exemplify specific aspects of the lexical, syntactic or discoursal system of the L2, or to provide the basis for targeted reading strategy practice; the goal of extensive reading, on the other hand, is to ‘flood’ learners with large quantities of L2 input with few or possibly no specific tasks to perform on this material. (p. 5)

READ MORE Ą Types of Reading

Strategies for Collaborative Teaching

What is collaboration? Friend and Cook explain interpersonal collaboration as “a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal” (1996, 6). Collaboration describes how people work together rather than what they do. It is a dynamic, interactive process among equal partners who strive together to reach excellence. In the 21st century, educators’ overarching common goal is increasing achievement for all learners.

Collaboration can happen in the planning, implementation, and assessment stages of teaching. It begins with planning the partnership itself. In formal collaborations, collaborators must schedule time to meet. Ideally, they preview the lesson ideas to each other in advance of the meeting so that planning can be more focused. Each person can then bring possible goals and objectives to the meeting, along with ideas for curriculum integration, instructional strategies, student grouping arrangements, and potential resources. In the planning process, educators establish shared goals and specific learning outcomes for students as well as assessment tools to evaluate student achievement. They discuss students’ background knowledge, prior learning experiences, and skill development and determine what resources will best meet learners’ needs. Educators decide on one or more coteaching approaches, assign responsibilities for particular aspects of the lesson, and schedule teaching time based on the needs of students and the requirements of the learning tasks. They may set up another meeting before teaching the lesson and schedule a follow-up time to coassess student work and to evaluate the lesson itself.

The goals and objectives are the most important sections on classroom-library collaborative planning forms. While negotiating the best way for the teacher-librarian to coteach curriculum standards and to integrate information literacy skills, the “backward planning” framework (Wiggins and McTighe 1998) charges educators with knowing where they are going before they begin determining instructional strategies and resources. This planning model is centered on student outcomes.

Many teacher-librarian resources provide sample collaborative planning forms. The software program Impact! Documenting the LMC Program for Accountability (Miller 1998) combines both advanced planning and lesson plan support. It also helps teacher-librarians create reports that graphically and statistically document their contributions to the school’s academic goals.

During lesson implementation, collaborators can assume different coteaching roles. In Interactions: Collaboration Skills for School Professionals, Friend and Cook describe various coteaching approaches (1996, 47–50). Figure 1-2 shows possible coteaching configurations. Depending on the lesson, the students’ prior knowledge and skill development, the expertise of the educators, and their level of trust, collaborators can assume one or more of these roles during a lesson or unit of instruction. 

Team teaching requires careful planning, respect for each educator’s style, and ultimately a shared belief in the value that this level of risk taking can offer students and educators themselves. Teacher-librarians, working within a supportive learning community, must develop interpersonal skills as well as teaching expertise that can allow team teaching to flourish.

READ MORE Ą Strategies for Collaborative Teaching

Pertanyaan-Pertanyaan yang biasa Muncul dalam Toefl

Dear pembaca sekalian, kali ini saya ingin berbagi tentang pertanyaan-pertanyaan yang biasa muncul dalam toefl terutama bagian reading comprehension.( Ada baiknya anda membaca tips sukses dalam toefl terlebih dahulu) Nah berikut pertanyaan-pertanyaannya;

1. Biasanya dalam soal reading di TOEFL(Test of English as a foreign language),..banyak banget pertanyaan Main Idea(ide utama)pertanyaannya bisa berupa :What is the topic of this passage(Apa topic bacaan ini)?,atau juga Which of the following would be the best title for this passage (judul apakah yang paling tepat/bagus untuk bacaan ini)?,,dan beberapa pertanyaan lagi,…biasanya untuk menjawabnya coba kita baca baris pertama pada paragraph pertama,..atau baris terakhir pada paragraph terakhir,..nah coba deh,..pasti bisa!

2. Nah yang kedua yang sering kita temukan dalam soal TOEFl juga,…menemukan bagaimana hubungan paragraph satu dan paragaraph berikutnya,…dalam inggrisnya biasa di ucapkan “recognize the organization ideas”,…nah misalnya dalam passage ada 2 paragraph maka bagaimana hubungan antara paragraph 1 berhubungan dengan paragraph 2,misalnya paragraph kedua refutes the idea in the first paragraph(paragraph kedua membuktikan ide yang ada di paragraph pertama).

3. Yang ketiga “find unstated details”,..sebenarnya aq bingung juga menjelaskan dengan kemampuan bahasa Indonesia ku yang tidak cukup memadai,…tapi aq coba,.disini kita mencoba menemukan atau langsung menilik ke detail bacaan,..biasanya ditanyakan: which of the following is not true about the word “gadget”(Apa kalimat yang tidak benar tentang “gadget”)? Atau bisa juga Which of the following is not mentioned in the passage (apa yang tidak disebutkan dalam bacaan)

4. Yang selanjutnya “find pronoun reference”,..ini adalah bagaimana kita mencari kata ganti dalam bacaan,…dalam English subjek jika sudah berada di akhir paragraph maka tidak akan disebutkan secara lengkap melainkan memakai kata ganti(pronoun),…tapi jangan takut,..memahami untuk mencari pronoun ini tidak terlalu sulit,…biasanya bentuk pertanyaanya “the pronoun ‘it’ in line 8 refers to(kata ganti yang ada di baris 8 kembali kepada)?”,…biasanya kata ‘refers to ‘ selalu ada dalam setiap pertanyaan untuk find pronoun referents,cara mencarinya baca kalimat itu dari mulai ada tanda titik atau dari awal kalimat,…sehingga kita bisa menemukan subjek dalam kalimat tersebut dan kemudian kita bisa menentukan apakah subjek itu ditukar jadi pronoun di akhir kalimat,..mudahkan?

5. Pada bagian ini aq sering mendapat kesalahan “answer implied detail questions correctly” atau bahasa gaulnya,..menjawab bagaian detail yang tersirat dalam bacaan”,nah biasanya pertanyaan ini memakai kata implied,inferred,likely,probably”,untuk menemukannya kita memang harus mengerti atau menarik kesimpulan dari apa yang kita baca tapi yang bersifat detail bukan secara umum,..contoh kalimat pertanyaannya “it is implied in the passage that(yang tersirat dalam bacaan tersebut adalah)?,atau juga “it can be inferred from the passage(dapat disimpulkan dari bacaan tersebut)

6. Ini bagian sebenarnya kita disuruh jadi sutradara sebuah bacaan,..bagaimana kita dapat menentukan bacaan sebelum dan sesudah paragraph yang tersedia,..jadi kita memang disuruh membayangkan berdasarkan analisis yang jelas(bukan membayangkan yang tidak jelas),…biasanya pertanyaanya sering memakai kata “preceding atau following”,..contoh pertanyaannya “the paragraph preceding this passage most probably discusses(paragraph sebelumnya mungkin mendiskusikan tentang)?”,..atau bisa juga “the topic of the paragraph following the passage most likely is(Topic paragraph selanjutnya adalah)?”,..nah bagaimana menemukannya ,…kalau ditanyakan preceding atau sebelumnya maka bacalah kalimat pertama di paragraph pertama atau pahami paragraph pertama,..kalau untuk following or selanjutnya maka bacalah kalimat terakhir dari paragraph terakhir,…coba deh!pasti bisa.

8. Di poin yang ini nih,..kita diminta mencari arti dari sebuah kata dengan menganalisa bagian katanya,.misalnya ni teman-teman “decade”,.dalam bahasa Indonesia 1 dekade adalah 10 tahun,..nah jika pertanyaannya seperti ini “In line 5,the word “decades” is closest in meaning to”,..teman-teman pasti udah tau jawabannya,…nah contoh lain lagi kata sub dalam English adalah dibawah,..misalnya subordinate clause anak kalimat dari kalimat inti,..artinya subordinate clause merupakan bagian dari satu clause (kalimat) tetapi ada setelah kalimat inti,…ada beberapa kata yang perlu diingat disini : contra(against artinya berlawanan),mal(bad artinya jelek contohnya konkrit katanya adalah Mal practice yang sering terjadi di Negara kita),mis(error artinya kesalahan,miss communication alias gak nyambung),multi(many artinya banyak misalnya kata multiple choice dalam ujian atau tes-tes yang sering kita jalani),dan banyak kata lagi yang aq juga gak hapal alias masih liat contekan teacher ku kalau belajar.

9. Sebenarnya inti dari reading comprehensionnya Toefl adalah memahami inti atau isi dari bacaan tersebut,..pertanyaan-pertanyaan yang sering appears(muncul) adalah pertanyaan mencari makna satu kata dalam kalimat,..contohnya “line in the passage ‘the barges headed across the lake,..so the question : A ‘Barge’ is probably which of the following?”nah jika kita paham apa makna kalimat diatas maka kita akan menjawab ‘barge’ itu kapal (boat),..banyak kata yang amat bertata bahasa dengan baik di passage soal toefl sehingga seringkali tidak biasa kita pakai,…nah untuk mengakali hal ini,..pahami kalimatnya secara utuh,jika sudah seperti itu maka arti dari sebuah kata dapat ditebak,..tapi tetap saja toefl membutuhkan latihan yang cukup sering sehigga kita hafal dengan soalnya dan kita hafal dengan jawabannya,..hafal disini bukan berarti soal toefl itu selalu diulang-diulang tapi karena begitu seringnya kita mengerjakan maka akan terbiasa,..seperti kata Steven Covey “pertama kamu harus membuat suatu kebiasaan tapi lama kelamaan kebiasaan itulah yang akan membentuk kamu”,..it’s ok,.mari kita membiasakan diri dengan toefl setelah itu toefl akan terbiasa dengan kita.


10. Kompleksitas pertanyaan toefl itu pertanda bahwa soal-soalnya telah di uji validitas dan realibilitasnya,…karena mengandung semua pengetahuan kita tentang English,..untuk bagian ini kita diminta mencari meanings of simple words(makna dari kata yang mudah),..tapi dianjurkan untuk mencari maknanya yang jauh berbeda dari arti sebenarnya,..misalnya nih : “he put his answer this way ,..the question ;the word ‘put’ is closest meaning to which of the following ?”,..put sebenarnya dalam makna kamus adalah menanamkan,menaruh tapi jika kita masukkan kedalam kalimat tidak akan sesuai maknanya,..maka carilah maknanya yang jauh dari arti sebenarnya.

11. Determine where specific information is found (menentukan dimana infomasi detail dapat ditemukan),..biasanya kita ditanya satu kalimat berada di line(baris) berapa,…example konkritnya “where in the passage does the author discuss the composition of the meteor?(dimana didalam kalimat penulis mendiskusikan bahan-bahan dari meteor)”nah untuk mencari kita coba menemukan dahulu key(kata kunci),..jangan berfikir ribet dengan key,..kalimat diatas kata kuncinya adalah “composition of the meteor”,..silahkan cari dan yang pasti kita bisa menemukannya.

12. Menentukan the tone(nada),purpose(tujuan),course(mata kuliah atau passage itu membicarakan bidang apa),.contoh pertanyaannya: “the tone of the passage is”bacaan itu bermacam tipe nadanya,..ada yang informational,humorous,outraged,..atau angered,..nah untuk pertanyaan purpose biasanya seperti ini “the author’s purpose in this passage is to”,.contoh dari pertanyaan course adalah “the passage would probably be assigned reading in a course on?”

Catatan singkat ini hanya untuk mempermudah pemetaan fikiran dalam memahami reading comprehension terutama dalam toefl, tapi tetap exersice adalah salah satu kuncinya, baca kunci sukses dalam toefl disini

Sumber; http://harikuakhiratku.blogspot.com

READ MORE Ą Pertanyaan-Pertanyaan yang biasa Muncul dalam Toefl

Similarities between Comprehension in Listening and Reading

Today I would like posting about comprehension and its similarities between comprehension in listening and Reading. There are striking similarities between the comprehension processes involved in listening and reading, as summarized in Table 3.1. Listening involves learning how to make “reasonable interpretations” of an oral text (Brown & Yule, 1983, p. 57), whereas reading involves the same process for a written text. There are other similarities as well. Listening comprehension is the knowledge of language that includes all of the content of a language—its vocabulary, syntax, meanings—that can be borne by the oral text alone, whereas literacy situates all of that language content within a written system. Oracy acts as the bridge between a natural language process, which is listening, and an unnatural process, which is reading.

All of us learn to listen in our native language, and the habit of listening comprehension becomes automatic and unconscious by the time we begin school. Once we become literate, we only reference our listening vocabulary when we are trying to retrieve something specific, such as a new or tricky word we are trying to spell, understand, or decode.

These are some similarities comprehension in listening and reading;

1. Both require active construction of meaning, with interaction between the text (oral or written) and the person.
2. For both reading and listening, text is remembered as the “gist,” not the exact words.
3. Both listening and reading require phonological awareness.
4. Both the reading and listening processes benefit from larger vocabularies.
5. Reading and listening comprehension require having the concept of word (as a unit of meaning which can be manipulated).
6. English has many similar-looking and similar-sounding words, and these can be confusing.
7. Longer words are harder to store, retain, and retrieve from memory.
8. When context is stripped away, comprehension becomes much more difficult.
9. Automaticity facilitates the ability to construct meaning for both listening and reading, and this can be developed.
10. Learners need to become familiar with different genres and what can be expected from the structure of the genres.
11. Listening or reading tasks vary according to different purposes, different texts, and different contexts.
12. Both intensive and extensive practice are needed to improve listening and reading levels.
13. Both listening and reading require knowledge of English syntax patterns in order to make good guesses about what is coming next.

READ MORE Ą Similarities between Comprehension in Listening and Reading

How Word Recognition Occurs in English

How word recognition occurs can be something difficult to be explain. Here I would like sharing about how word recognition occurs especially in English to readers. To read English words, we learn to match sounds, or phonemes, with letters, or graphemes. When we learn to read English words, we learn to perform Learning to Read, Write, and Spell 65 several steps very rapidly. First, we identify the first letter(s) of the word and try to find a matching phoneme. Then, working left to right, we match the rest of the graphemes and phonemes of the word. Holding the sounds in our working memory, we recombine them to form a mental representation that we attempt to match with a word from our listening vocabulary.

Once that lightning-fast process has occurred, we can access its meaning. Of course, if we are reading out loud, there are additional steps needed in order to pronounce the words. Accessing and recognizing individual words is called word recognition, and recognizing the sound and meaning of words across connected text is what we call decoding. There are two broad categories of words in English: those with easy-to-match phonemes and graphemes, called decodable words, and those that have to be memorized as a whole, called sight words. Decoding and sight-word recognition are the primary word-attack skills used for English word recognition. There are good reasons that English words are taught through both decoding and memorization.

On the other hand, when we write to represent words in written form, which is sometimes called recoding, we retrieve the word from our listening vocabulary and try to write the letters that represent the sounds of the word, proceeding in order from left to right. We also learn to write some English words not by matching them with the sounds, but from sheer rote memorization. Like decoding, recoding words in English can proceed in two possible ways, by putting letters in order, or by learning how to write some words “by heart,” without breaking them apart. Although some of the shortest and most common words are sight words, overall the great majority of English words are decodable, and learning to decode is unavoidable in order to read and write in English.

Put another way, when learners decode English words, they start with the letter symbols and match them with the sounds, and when they write English words, they start with the sounds and match them with the letter symbols. No matter which end we start from, both processes involve matching the English sound and letter symbol combinations. The skill of matching sounds and letter symbols is called phonics. Phonics knowledge requires a good understanding of how the English sound and writing systems map onto each other. In order to help learners develop the phonics skill, teachers need to understand how the phonemes and graphemes of English work together in the English writing system. The teacher also needs to appreciate how the orthographies of ELLs’ first languages resemble and differ from English and how that affects learning to read.

For a native speaker of English, the process of learning to read and write words usually begins before or in kindergarten and continues until it is in place by third grade. This is a lengthy and often laborious process, and must be cemented into place before the focus of reading changes from “learning to read” to “reading to learn.” Learners of English as a new language need to go through this process just like native speakers, but it might take place at any age or grade level, depending on when ELLs begin to learn English as a new language. Phonics skills are critical to cracking the code for reading English and must be accounted for in any comprehensive instructional program. As Calderon (2006) nicely summarizes, “Whatever the grade level, teachers with ELLs will eventually have students who need instruction in these basic skills, before they can comprehend a text” (p. 131).

READ MORE Ą How Word Recognition Occurs in English

Good Intensive Reading Exercise

This article is about Intensive reading exercise. Actually, an English language teacher have to guide his/her students in acquiring all language skills. One of them is reading. They should conduct an effecive exercise in order to get his/her students are good in reading. Let us look at what a good reading exercise should do.

1.   A good reading exercise directs the learners’ attention to features of the text that can be found in almost any text, or to strategies for dealing with any text, with the aim “to develop in the language learner the ability to comprehend texts, not to guide him to comprehension of a text” (Davies and Widdowson, 1974: 172). To put it another way, when learners study a reading text, we want them to gain knowledge that will help them to understand tomorrow’s reading text. We want them to learn things that apply to all texts. We want them to gain knowledge of the language and ways of dealing with the language rather than an understanding of a particular message. If a reading exercise does not focus on generalisable features of a text, it does not provide much opportunity for any useful, cumulative learning to take place. This requirement is particularly important for teaching reading.

2.   A good reading exercise directs the learners’ attention to the reading text. That is, the learners need to read the text or at least part of it in order to do the exercise. It is also important that some reading exercises require the learners to consider parts of the text in relation to their wider context, that is, other parts of the text, and information from outside the text.

3.   A good reading exercise provides the teacher and the learners with useful information about the learners’ performance on the exercise. If the learners were not successful on some parts of the exercise, then they should be aware of what they have to learn in order to do the exercise successfully with another text. Also, the teacher can get guidance from the learners’ performance to improve teaching. Good exercises provide useful feedback for the teacher and the learners. Also, if the teacher understands what an exercise is trying to teach, they can judge the value of the exercise according to what they think is important for teaching reading.

4.   A good reading exercise is easy to make. Teachers have to choose texts suited to the particular needs of their learners, and if these texts do not have satisfactory exercises, the teachers must make their own. Often teachers may want the learners to work with a textbook that is used in another discipline they are studying, and so they will have to make their own exercises. This should require a minimum of skill and time. If the preparation of language teaching materials becomes the job only of experts, then language teachers will have lost the flexibility needed for successful teaching.

So, a good reading exercise focuses on items or strategies that apply to any text, requires the learners to read the text, provides useful feedback for the learners and the teacher, and is easy to make.

Reference;

Nation, I.S.P. 2008. Teaching ESL/EFL Reading and Writing. New York: Routledge

READ MORE Ą Good Intensive Reading Exercise

How to improve their English reading comprehension

To improve their English reading comprehension is one of the main purpose of English teaching, and reading ability but also to promote other areas such as listening, speaking and writing skills development. This paper analyzes the present situation of teaching high school English and reading problems , and proposed to improve English reading ability of students methods and techniques, so that the students comprehensive language ability can be improved.

Reading in the form of high school students curricular, extra-curricular learning reading, understanding, reading and daily life in informative reading. The so-called learning of reading is that students learn how to read essays from the textbook, dialogue, or related materials The story began, the plain reading. learning emphasizes reading focuses on reading speed, understand its main content, cultivate interest in reading and good reading habits; comprehensive reading is obtained by reading the article expressed thoughts, feelings and information, therefore, selection must be extensive, the ease of the article to be slightly higher than the level of the students, the students should focus on understanding the effect the article and understand the author's intention, in order to gain certain knowledge; Information on reading what people read in their daily lives English newspapers, magazines, letters, brochures, and advertising. It focuses on one aspect of the students to obtain information. Therefore, training students to read, you can combine these three to read through the massive, long-term manner Read the training and continue to receive new information, find that reading methods, reading skills to master in order to expand their existing knowledge structure, to improve their reading level. However, because most of the English language foundation is weak, not interested in English, in addition, poor students Teaching reading habits and reading backward to a certain extent, affected the students in English reading ability.

A high school English reading and problems of Teaching

1. Backwardness of teaching English reading. In English reading teaching, they use a "bottom-up" reading mode, which emphasizes the order first read the letters, words, phrases, and then the sentences, paragraphs and discourse. read in the reading process, according to my brain in the syntax and semantics of existing knowledge to predict the reading materials, the traditional teaching of reading is very easy to enable students to develop reading habits of the translation word for word, is not conducive to the students in English the Development of thinking, affecting the reading speed; it will also focus the attention of the students in the words of the details, undermining the integrity of the article, ignoring the overall understanding of the article, leading to the quantity of reading is not enough.

2. Students in poor reading habits. This problem lies in the following aspects: First, students encounter a new turn to a dictionary, passage of time will not be able to read without a dictionary to develop the habit of independent thinking and thus lose and problem-solving ability, can not grasp the overall implementation of the article, the article can not be good to understand the effect. Second, the repeated reading comprehension would interfere with the concentration, and thus slow down the reading speed, so that students lose interest in reading. Therefore, to improve students to read self-confidence is very important. Third, the students read such a widespread behavior - mental translation, that while reading the side of translation. The purpose is to develop English reading English language sense, and improve reading proficiency, it should be in a foreign language to solve problems, mental translation is clearly undesirable.

Therefore, only the above to correct and overcome bad reading habits, to improve their reading levels.

Second, to improve high school English reading skills

1. With a skimming method, grasp the central idea of the article. Skimming is the fastest speed in the article to grasp the main contents of the article to get the names, places, events or locations, and other key information. In reading should pay attention to the continuity of reading , they do not know a word or phrase Do not bother to look up the dictionary, it will interrupt the understanding of the article ideas. for students according to their level of reading an interesting choice of reading material to practice, no advance preparation, required by the speed limit after reading the article to grasp the central idea, and then test their predictions, so that the students not only develop the ability of comprehensive induction, but also help students in reading more clearly grasp the main contents of the article. Links to free paper download 2. With a problem read the full text. Use this method to do reading comprehension questions, you can understand the problem is subjective or objective test questions, you can understand each Road, the various options contained in the information to be targeted quickly read the article, comparative analysis of access to relevant information and effectively eliminate interference items, find the correct answer.

3. Grasp the topic sentence. Topic sentence is usually located in the first sentence of each paragraph, last sentence, a few in the section. Every article has a central idea, around the center of each paragraph is to start in each paragraph and has a topic sentence to express the central idea of the paragraph, and other sentences are sentences to write on this theme. so students can read the article the subject of each sentence by seeking to grasp the entire article to the effect.

4. Guess the meaning. Read the article students usually encounter some unfamiliar words. When some students are conditioned to the help of a dictionary, which is to improve reading comprehension is very unfavorable, not only interrupted the article coherence, but also affect the speed of reading. So when high school students to learn to read the article guess meaning, this can greatly improve the reading speed. meaning of words in the article can be understood through the context to guess the inference, but also with synonyms, antonyms, and word-building relationships to understand the meaning of the sentence or paragraph.

Third, improve their reading comprehension methods

1. Expand the students vocabulary. A number of students to master the vocabulary, the students decide the strength of English reading comprehension. Affect reading comprehension there are many factors, such as vocabulary, background knowledge of the article, the use of reading skills mother-tongue reading ability. If the English vocabulary is not enough, a lot of words, word, word recognition can not be properly understood, so no matter what kind of reading method, do not fundamentally improve reading ability.

To senior high school students in English reading comprehension level of students key vocabulary, vocabulary, the greater the ability to understand the whole article on the stronger. If a student not reach a certain vocabulary, it is difficult to analysis, to understand and infer the effect of articles. Therefore, to improve their English reading comprehension, teachers should teach students ways to improve vocabulary, such as for example law, word formation, polysemy, etc., to expand their English vocabulary teach students to context and according to the context root, affixes to infer meaning of the word, etc., to remove the obstacles encountered in reading comprehension.

2. To consolidate the students knowledge of grammar. Reading comprehension Another crucial factor is the syntax, grammar is the foundation to learn a language is a group of words into sentences rules. Master and apply the correct knowledge of grammar, such as skilled master verb tense, voice, modal verbs and a variety of clauses, etc., all help to improve their English reading comprehension.

3. To expand the students knowledge. Reading speed and knowledge of the width has a great relationship, if a student understand the English-speaking countries of the relevant historical knowledge, cultural background and knowledge of social life, then the reading speed will be fast; contrast If the content of reading material is very strange, then, the reading speed will be very slow. Teachers should ask students in their daily lives to enhance learning and reading exercises, more reading of articles in different topics, learn a wide range of knowledge, improve their reading speed .

In short, the English reading ability is a gradual process, is the integrated use of process knowledge of English, your reading in the long-term adherence. As an English teacher to deal with all aspects of teaching reading lessons put forward practical goals and plans for different reading materials with focus on training, in order to get the best training effect. students improve reading ability, writing ability and speaking ability also will be a corresponding increase, so that students comprehensive language ability can be improved.

READ MORE Ą How to improve their English reading comprehension