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ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ И ВОСПИТАНИЯ (ПО ОБЛАСТЯМ И УРОВНЯМ _ОБРАЗОВАНИЯ)_
PRACTICAL APPLICATION OF VARIOUS TEXTS IN READING
CLASSES Turgunova R.
Turgunova Ra 'no - Senior Teacher, DEPARTMENT OF THE THEORETICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: an effective reading/literacy program requires the use of many diff e rent types of texts at all phases of literacy development. The variations in the types of text used are greatest at the beginning reading level. However, a variety of types of text are needed across all grades to meet the instructional needs of all students.
Keywords: reading, memorization, vocabulary, authentic materials, communicative approach.
All teachers need to be knowledgeable about the different types of texts discussed in this paper and know how to use them to meet the varying needs of students. The old saying that "one size fits all" may work for some products and in some places, but it does not work for reading/literacy development. One text does not fit all students or accomplish all the needed purposes for effective reading/literacy instruction. Multiple types of texts are needed to accomplish the many diff e rent purposes of an effective literacy program.
Teaching reading is challenging because there is so much knowledge that we have gained over the decades and knowing how to use this knowledge becomes critical. Teaching reading is challenging because it is controversial, especially at the beginning levels of instruction [2]. Much of the controversy about beginning reading has focused around phonics and decoding and how these jobs of reading should be taught. Teaching reading is challenging because even with all the knowledge we have, there are still many questions that we are unable to answer. Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.
Here is an example of how teachers use different types of texts simultaneously on a given day for different purposes [1]:
• Predictable, Big Book— teacher begins the morning by reading aloud a predictable big book to the whole class. Before reading it, she has them discuss the cover and then models how to make predictions. As students make their predictions, teacher records them on a chart. After reading the book aloud several times, learners join in. Her English language learners are also able to take part in this experience. Some learners have memorized the text while others are still struggling to remember some of the words. Memorization is a normal part of learning to read. This predictable book is an authentic piece of literature. Later in the week, teacher will give some learners a little version of the big book for re reading.
• Decodable Text — As learners work at centers, teacher calls up a small group to read using a decodable text from their program anthology. The text for today includes only words students can sequentially decode because they have had instruction in the phonics skills and high-frequency words required to read the text. After introducing the text, teacher has
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students read it silently to tell what happens. After silent reading, she has students read parts aloud to answer questions or prove points. As learners read aloud, teacher notes which learners can sequentially decode words using the skills they have been taught. She provides more systematic decoding instruction for learners who are experiencing difficulty with the decoding process. She always follows this instruction with practice and application, having them read additional decodable texts.
• AWordless Book— while learners continue center work, teacher calls the English language learners and two native English speakers to participate in a lesson using a wordless book. First, she shows them the book page by page and has them name as many things as they can. She tells them a simple story using each page as a prompt. Learners then retell the story to the group and to each other. Finally, teacher asks learners to give two or three words they used as they told their story. She records these on a chart for later use.
• Authentic Literature — Later in the day, teacher reads aloud a story that is rich with vocabulary. Her purpose for doing this is to improve students' abilities to listen and retell a story and to increase their vocabulary. She follows the read aloud with a group discussion of the story. Notice that on this day, teacher used four different texts simultaneously for diff e rent purposes. On other days, she may use others. Each day changes according to the needs of her students.
The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them [3]. The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read.
References
1. Nagy W.E., 1988. Teaching vocabulary to improve reading comprehension. Newark. DE: International Reading Association.
2. Nathan R.G., Stanovich K.E., 1991. The causes and consequences of differences in reading fluency. Theory into Practice.
3. Rasinski T.V., 2004. Assesing reading fluency. Honolulu, HI: Pacific Resources for Education and Learning.
