Reading can be defined simply as making meaning from print. Four key elements combine in the process of making meaning from print: the reader, the text, reading strategies, and fluency. Reading is a process of readers combining information from a text and their own background knowledge to build meaning. The reader’s background knowledge integrates with the text to create the meaning. Fluent reading is to read at an appropriate rate with adequate comprehension. Strategic reading is to use a wide variety of reading strategies to accomplish a purpose for reading.

Understanding a written text means extracting the required information from it as efficiently as possible. For example, we apply different reading strategies when looking at a notice board to see if there is an advertisement for a particular type of flat and when carefully reading an article of special interest in a scientific journal.

(1) Teach Ss to read for their careers, for study, purposes or simply for pleasure.

(2) Some of the language is part of the process of language acquisition.

(3) To provide good modes for English writing.

(4) To provide opportunities to study language: vocabulary, grammar, punctuation, the way we construct sentences, paragraphs and texts.

(5) To introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascination lessons.

There are three theoretical models: bottom-up, top-down, and interactive reading models.

Bottom-up models consist of lower-level reading processes. Ss start with the fundamental basics of letter and sound recognition, which in turn allows them to move up to morpheme recognition followed by word recognition, building up to the identification of grammatical structure, sentences, and longer texts.  

Top-down model, begins with the idea that comprehension resides in the reader. The reader uses background knowledge, makes predictions, and searches the text to confirm or reject the predictions that are made.

Interactive approach is accepted as the most comprehensive description of the reading process because it combines elements of both bottom-up and top-down approaches. The best readers in any language are those who combine elements of both.

A balance has to be struck between real English on the one hand and the Ss’ capabilities and interests on the other. The topics and types of reading text are worth considering too. A mixed group with differing interest and careers, a more varied diet is appropriate. Ss should read: magazine articles, letters, stories, menus, advertisements, reports, play extracts, recipes, instructions, poems, and reference material.

(1) Scan—to scan the text for particular bits of information they are searching for, i.e. Ss do not have to read every word and line

(2) Skim—to cast one’s eyes over its surface – to get a general idea of what it is about.  Just as with scanning, if they try to gather all the details at this stage, they will get bogged down and may not be able to get the general idea because they are concentrating too hard on specifics.

(3) Reading for detailed comprehension—looking for details, concentrating on the minutiae of what they are reading.

(1) Reading is not passive skill. It is an active occupation;

(2) Ss need to be engaged with what they are reading. They are really fired up by the topic or the task;

(3) Ss should be encouraged to respond to the content of a reading text, not just to the language. Ss should be allowed to express their feelings about the topic;

(4) Prediction is a major factor in reading. The moment we get this hint—the book cover, the headline, the word-processed page- our brain starts predicting what we are going to read. Teachers should give Ss ‘hints’ so that they can predict what’s coming too;

(5) Match the task to the topic. T should choose good reading tasks—the right kind of questions, engaging and useful puzzles, etc.;

(6) Good teachers exploit reading texts to the full. Good teachers integrate the reading test into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation.

Strategies—ACTIVE—in teaching second language reading should be considered. The remaining two strategies deal with the role of motivation and planning and selecting appropriate reading materials. They remind us of that reading is an active process and not a passive skill. 

(1)  Predicting the content of an upcoming passage or section of the text.

(2)  Concentrating on grammar to help you understand unfamiliar constructions.

(3) Understanding the main idea to help you comprehend the entire reading.

(4) Expanding your vocabulary and grammar to help you increase your reading.

(5) Guessing the meanings of unfamiliar words or phrases to let you use what you already know about English

(6) Analyzing theme, style, and connections to improve your comprehension.

(7) Distinguishing between opinions and facts in your reading.

(8) Breaking down larger phrases into smaller parts to help you understand difficult passages.

(9)Linking what you know in you first language with words in English.

(10)Creating a map or drawing of related ideas to enable you to understand the relationships between words and ideas.

(11) Writing a short summary of what you read to help you understand the main ideas.

(1) Setting goals for yourself to help you improve areas that are important to you.

(2) Making lists of relevant vocabulary to prepare for new reading.

(3) Working with classmates to help you develop your reading skills.

(4) Taking opportunities to practice what you already know to keep your progress steady.

(5)  Evaluating what you have learned and how well you are doing to help you focus your reading.

(1)  Relying on what you already know to improve your reading comprehension.

(2)  Taking notes to help you recall important details.

(3)   Trying to remember what you understand from a reading to help you develop better comprehension skills.

(4)    Reviewing the purpose and tone of a reading passage so you can remember more effectively.

(5)    Picturing scenes in your mind to help you remember and understand your reading.

(6） Reviewing key ideas and details to help you remember.

(7)    Using physical action to help you remember information you have read.

(8)    Classifying words into meaningful groups to help you remember them more clearly.”

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1. What and why should we read different kinds of texts?

2. What reading skills should Ss acquire?

3. What are the principles behind the teaching of reading?

4. In which circumstance can we use inductive and deductive method?