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90IMPROVING LITERACY SKILLS THROUGH LEARNING READING
Abdujabborova K.H.
Abdujabborova Kamola Husniddin qizi - Teacher, DEPARTMENT OF FOREIGN LANGUAGES, UNIVERSITY OF JOURNALISM AND MASS COMMUNICATION, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article is dedicated to improve literacy skills through teachingreading skill. What strategies, approaches, methods and language competences are used on literacy includes all learning levels. More people in the world need enhanced literacy skills to be able to find, select, interpret, analyze, and produce information.
Keywords: social view, graphophonic, language competence, enhanced literacy, comprehension, interact, deterministic, prediction, assertions, flair.
Learning to read and write is a basic skill that unfortunately not all children in the world learn sufficiently. In a time when societal change puts increasing demands on individuals' competence in using written language it is important that schools are able to teach such skills to all children. In many countries major problems include too little time spent in school and lack of teachers. But even in countries where children go to school many years and have teachers there are problems. The "information society" in practice means a huge rise in informational activities due to the internet and other ICT (information and communication technology) related activities. More people in the world need enhanced literacy skills to be able to find, select, interpret, analyze, and produce information [1, p. 95].
The language competence on literacy includes four levels, low (locate and retrieve information), intermediate (make straightforward references), high (make inferences and interpretations with text-based support), and advanced (integrate ideas and information across texts to provide reasons and explanations). The information society requires that more people acquire skills towards the high end of this scale even the highest performing countries only barely achieve a score of 20% in the "advanced" category and just over 60% in the "high" category. Soin every country, improvement in literacy skills is important. Early age learning is crucial; earlier research shows that children who lag behind in early years' reading and writing development encounter considerable difficulties in following education later on as texts get longer and more complicated. Given this situation, there is a need for better methods for literacy development. Drawing on a critical social practice view of literacy this project has developed such a method based on a social view of learning and ICT use.
There is comprehensive research on reading and writing skills, and there are various theoretical perspectives. Early literacy research was often characterized by a cognitive focus and a technology-deterministic perspective in which a leading idea is that writing technology directly determines people's thinking [2, p. 74].
Three important sources of information in text are meaning, grammar and letter-sound relationships - often referred to as semantics, syntax and graphophonic relationship respectively. Emmitt, Hornsby and Wilson these sources, or cueing systems, work together simultaneously. Over- emphasis on any one cueing system when learning to read is not effective. Also, as teachers know, a rich vocabulary and fluency are significant but children need to be able to go beyond simple literal 'comprehension' of a text. They need to be able to make inferences and evaluate the importance of words within a text. Teachers of reading today share rich authentic literary texts with their students. They know extensive research has demonstrated the importance of prediction and questioning strategies in learning to be literate.
One of the best ways for children to excel in reading comprehension tasks is for them to have the opportunity to interact widely with a wide range of books, selected by them, for enjoyment. Children not only need to learn how to make meaning from text to carefully analyze the arguments
or assertions in a text, to evaluate texts, but also how to create their own with confidence and creative flair.
Instead we should be investing in more teachers to work with the children who need more intensive support. Our public schools should be appropriately funded to provide rich authentic resources and ongoing teacher professional learning. These are the things that will make a difference.
All in all, the good results can to a part be explained by the technology used, to a part by the social arrangements, but in particular by the two together. Clearly the technology has helped as motor skills do not make so much of a difference when using a keyboard as compared to writing letters with a pencil. On a computer screen, everybody's letters are just as good looking and therefore more easily to be read by other students. Alsothe students who yet not were able to read could participate completely in all kind of communication between the classmates by using the speech technology to read the different texts and be able to write feedback to their classmates. We believe that the fact that all the students, regardless of their different level of development concerning reading and writing, due to technology have published their texts, commented on each other texts, and made improvements subsequently have made an important difference.
References
1. ACER (2005). Progressive Achievement Tests in Reading: Comprehension and vocabulary (3rd edition)./Camberwell, VIC: Australian Council for Educational Research. Рp. 95-103.
2. Alton-Lee A. (2007). The Iterative Best Evidence Synthesis Programme, New Zealand. In CERI, Evidence in Education: Linking research and policy. Рp. 71-79.
3. [Electronic Resource]. URL: http://educationcounts.edcentre.govt.nz/publications/curriculum/bes-qua-tea-diverse.html/ (date of access: 30.03.2021).
OBSERVATION AS DATA COLLECTING TOOL Khojikulov Sh.K.
Khojikulov Shukrulla Kodirovitch - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: direct observation of classrooms is the best methodology available for studying how teachers teach — the central focus of this inquiry. Moreover, teachers may report that they engage in instructional practices thought to be desirable more than they actually do. For both reasons, teacher self-reports (for example, teacher surveys and interviews) are unlikely to represent teacher behavior accurately.
Keywords: observation, interview, observers, data collecting tools, questionnaire.
Observation overcomes one of the key disadvantages of interviews and questionnaires, i.e. that the responses provided may not be accurate. Student surveys may capture students' attitudes toward what teachers do but are unlikely to provide a complete and accurate picture of teachers' actual behavior. Such inaccuracies occur due to the respondents: o Lack of an accurate memory of what they did o Deliberate lies to make them appear better than they are o Desire to tell the researcher what they think the researcher wants to hear.
