0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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INCREASING READING SKILLS OF YOUNG LEARNERS
Janibekova Sabina Nurmatqizi
Student of Chirchiq State Pedagogical University Email address: zanibekovasabina00@gmail .com Scientific adviser: Kobilova Nafisa Raimovna
ABSTRACT
The development of reading skills from an early age to a knowledgeable person is very important for the reading skills of students. This article provides an explanation of the development of the reading skills in English for primary school students and the methods related to it.
Keywords: moral education, speech fluency, unfamiliar words, content, expressive, student, interesting books.
ANNOTATSIYA
O'quvchi yoshlarni yoshligidan kitobxon, bilimdon bo'lib rivojlanishi, ulardagi o'qish ko'nikmasiga chambarchas bog'liq. Ushbu maqolada boshlang'ich sinf ingliz tilidagi o'qish ko'nikmasini rivojlantirish va unga doir metodlar yoritib berilgan.
Kalitso'zlar: inson tarbiaysi, nutq ravonligi, notanishso'zlar, ma'no-mazmun, ifodali, kitobxon, qiziqarli kitoblar.
INTRODUCTION
Nowadays reading, like sleeping, eating, and working, is becoming an important spiritual means for people. The importance of reading in human education is very significant, mainly through reading books and textbooks in foreign languages, reading news in the press, learning about the history, traditions, and culture of the country they are learning the language of, and getting acquainted with the way of life. It is known that language helps people to communicate, get to know each other closely, and respect each other.
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MAIN PART
Young learners as ESL are certainly taught English step by step.
Content of teaching the English language
Speech topic s
Oral speech 1 topics
Reading topics
Speech skill s |
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Listening
Reading
Writing
Language materia ls
Grammar 1 r
Comprehension
Pronunciation
Classification of teaching content Division of teaching content
Presentation of teaching content
The diagram outlines components of English language instruction as detailed in Jamal Jalolov's book on foreign language teaching methodology.
In reality, some difficulties may arise during the learning process among students. These could include issues such as lack of vocabulary proficiency, challenges in reading words correctly, difficulties in translating and understanding words, and incorrect selection of resources. In order to find solutions to such problems, teachers are required to select appropriate sources based on the age and level of knowledge of students, provide students with words related to these sources, and correct students' mistakes in a timely manner during the teaching process.
From this, if we take the teaching method in speech skills, it is required to develop all skills through other skills, such as listening, speaking with other students who are learning, reading the text completely after reading it, answering subsequent questions, writing, writing tasks and exercises. In their reading process, it is necessary to pay attention to reading fluently and correctly with attention. Various stories, texts, literature, and didactic materials are used to develop the read-
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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ing skills of primary school students. Detailed reading can be done in 3 ways: individually, as a roller driver or as a group. Of course, this process depends on the teacher and the teaching tool.
Currently, in order to improve the reading skills of primary school students, correct, error-free and fast reading processes are being implemented.
1st stage 2nd stage
1st grade 15-20 words 20-25 words
2nd grade 35-45 words 45-55 words
3rd grade 55-65 words 65-75 words
4th grade 75-85 words 85-95 words
Above, according to the state education standard, how many words a student should read in 1 minute has been emphasized.
It is necessary that the reading process in primary school students does not last a long time. The reason why their acceptance criteria are limited. After this time, their interest and attention are monitored. As follows, recommendationshave been highlighted for reading skill.
It is necessary not to translate the whole text into the mother tongue, but to provide written translations to enable students to work with dictionaries while reading the text. - Before and after reading the text, attention should be paid to tasks and exercises in the process of reading the content.
- Reading with intonation, in conjunction with unfamiliar words, requires familiarization with the meaning of the words.
- Finally, summarizing the information read is necessary.
The benefits of reading skills for primary school students include: Improving their cognitive abilities
Increasing their knowledge of reading, writing, listening, speaking, and vocabulary skills Sharpening memory Improving comprehension Helping to be a bibliophile person
Children developing their reading skills benefit from exposure to a variety of texts such as stories, poems, fables, literary texts, and excerpts. These types of texts are suitable for their age and abilities and help them enhance their reading comprehension.
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What is reading comprehension?
Reading comprehension is the ability to understand and integrate written text with prior knowledge. It relies on word reading and language comprehension, involving skills like phonology, syntax, semantics, and pragmatics. Key skills for efficient reading comprehension include knowing word meanings, understanding words in context, following passage organization, drawing inferences, identifying main ideas, asking and answering questions, visualizing text, recalling prior knowledge, recognizing confusion or attention issues, understanding literary devices, grasping the writer's purpose and point of view, and interpreting situational mood conveyed in the text.
Classroom procedures for reading comprehension include promoting silent reading, avoiding reading aloud by students, and providing guidance on how to approach a new text. Silent reading is encouraged to allow students to develop efficient reading strategies and avoid the impression that all texts should be read at the same speed. When reading silently, efficient readers do not follow each word sequentially but skip, backtrack, or move forward as needed. Reading aloud can hinder the development of these strategies.
To help students approach a new text, teachers can suggest the following procedure:
a) Consider the text as a whole by looking at its title, accompanying visuals, paragraphs, typeface, and make initial guesses about the content, authorship, target audience, publication context, etc.
b) Skim through the text initially to verify if your initial hypotheses were correct. Summarize this information to better understand the overall content.
By following these procedures and encouraging silent reading, teachers can support students in developing effective reading skills and comprehension strategies.
CONCLUSION
It is possible to say in conclusion that reading is not only among the skills in English language, but also a very important activity in human life. This process provides students with great opportunities from an intellectual and aesthetic point of view. The lesson plans need to be designed in such a way that not only enhances the interest of children in learning English but also develops their interest in reading books in their native language. It is essential to use attractive and interesting illustrated books and stories for today's children and to give them assignments for reading outside of class.
In collaboration with a teacher, it is necessary to implement effective teaching methods in a structured manner, addressing any weaknesses in students, and ensuring
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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that the lessons are engaging and not overly time-consuming.
REFERENCES
1.Grellet, F. (1981). Developing reading skills. Cambridgeuniversitypress.
2.Grabe, W. (1991). Current developments in second language reading research. TESOL quarterly, 25(3), 375-406.
3.Jalolov, J. J., Makhkamova, G. T., &AshurovSh, S. (2015). English language teaching methodology. Tashkent: Fan vatexnologiya.
4.Raimovna, N. K. (2022). Language teachers' preferences of pronunciation teaching techniques in ESL classes. ASIA PACIFIC JOURNAL OF MARKETING & MANAGEMENT REVIEW ISSN: 2319-2836 Impact Factor: 7.603, 11(06), 72-77.
5.Kobilova, N. (2020). Reading Comprehension Improving Methods of Students on Specialist Courses. Ученый XXI века, 5(2), 37-38.
6.https://singapore.globalindianschool.org/blog-detail/7-easv-ways-to-improve-the-reading-skills-of-primary-school-students
7.https://nagpur.globalindianschool.org/blog-details/improving-reading-skills-best-13-strategies-to-follow-
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