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THE EFFECTIVE TECHNIQUES TO DEVELOP READING SKILLS Mirzayeva K.A. Email: [email protected]
Mirzayeva Koldigiz Ahilbekovna - Senior Teacher, DEPARTMENT OF FOREIGN LANGUAGES, TASHKENT STATE UNIVERSITY OF THE UZBEK LANGUAGE AND LITERATURE NAMED AFTER ALISHER NAVOI, TASHKENT, REPUBLIC OFUZBEKISTAN
Abstract: the article summarizes different authors' views about developing reading skill. Reading skill is the ability to decode and comprehend text simultaneously. Thus, reading fluency forms a bridge from decoding skills to comprehension. The purpose of the current paper is to provide practical review of research, and theory related to reading skill. It is intended to prove the effectiveness of classroom strategies and some techniques in order to develop the Uzbek learners' reading. Teachers of ESL or EFL reading should be keenly aware of how to improve students' reading rate, accuracy with expression. Keywords: reading skill, fluency, techniques, choral reading, time repeated reading, comprehension.
ЭФФЕКТИВНЫЕ МЕТОДЫ РАЗВИТИЯ ЧТЕНИЯ Мирзаева К.А.
Мирзаева Колдигиз Ахилбековна - старший преподаватель, кафедра иностранных языков, Ташкентский государственный университет узбекского языка и литературы им. Алишера Навои, г. Ташкент, Республика Узбекистан
Аннотация: в статье обобщены взгляды разных авторов на развитие навыков чтения. Умение читать - это способность декодировать и понимать текст одновременно. Таким образом, беглость чтения формирует мост от навыков декодирования к пониманию. Целью данной статьи является предоставление практического обзора исследований и теории, связанной с навыками чтения. Он предназначен для того, чтобы доказать эффективность стратегий в классе и некоторых методик для развития чтения на узбекском у учащихся. Учителя чтения АВЯ или АИЯ должны хорошо знать, как улучшить скорость чтения учеников, точность выражения.
Ключевые слова: навыки чтения, беглость речи, техники, хоровое чтение, повторное чтение по времени, понимание.
UDC 81-139
Introduction. Teachers should provide instruction that systematically presents daily opportunities for students to learn to read words accurately - the important first step in becoming a skillful, proficient and motivated reader [4]. Pushing students to "read faster" too soon could cause some students to begin guessing or otherwise undermine their focus on reading carefully.
Fluency researchers, Stahl and Kuhn recommend that students be given opportunities to re-read sentences and encouraged to make their reading "sound like talking" as soon as they are making good progress with basic decoding, demonstrating an understanding of the act of reading, and showing some degree of confidence-whether that happens in kindergarten or in first grade [3].
Methodology. Three techniques can be used very frequently with a variety of texts to help maintain and develop students' reading fluency:
• Choral reading
• Cloze reading
• Partner reading
For choral reading the teacher and students read aloud together, following the teacher's pace -so students get the benefit of a model while they practice reading aloud. The teacher can stop at any time to ask questions, comment on the text, discuss a vocabulary term, or remind the class that she expects everyone to be reading. Choral reading works best if the teacher directs all students - regardless of age or ability level to use a marker or finger to follow along in the text as they read.
Cloze reading is similar to choral reading, except that the teacher does most of the oral reading while the students read along silently. Once or twice every few sentences, the teacher omits an important vocabulary or content word, not a simple sight word, and the students' job is to read it aloud as a class. Notice that with cloze reading, as opposed to choral reading, students spend less time practicing oral reading.
Another method for improving fluency is to have students read aloud to a partner. This procedure works best when students are taught some techniques for giving feedback and managing their time and when the partners have been selected by the teacher [6].
Rasinski emphasized that Readers' Theater and poetry readings both of which engage students in a reading performance have become popular over the last few year. These kinds of activities provide students with an opportunity to read text that is enjoyable and provides a clear incentive for students to read, and re-read, their assigned parts or poem [5].
Danielle Mahoney Reading Fluency p-2 introduces five strategies to help learners to read with expression:
Use a storyteller s voice: When reading about the setting, character actions, problem or solution adopt a storytelling voice.
Put words together like you are talking: Divide the text into phrases or chunks of two, three or four words and pause after each grouping.
Change your voice to match the mood: Taking cues from the text, deduce the mood which the author is trying to convey and match your voice to this mood.
Change your voice to sound like the characters: Use clues from the text to understand how the character is speaking and feeling.
Beatrice S. Mikulecky (p. 149) explain that teachers should take care to use student oral reading productively [2].
First, students concentrate on pronunciation when they read aloud. Therefore, they cannot concentrate on meaning or be expected to answer comprehension questions after reading aloud.
Secondly, many students feel awkward reading aloud in front of the class. Third, reading aloud is effective when it is done for authentic reasons. Therefore, certain kinds of reading aloud work well, including choral reading, jazz chants, and plays. Other kinds of authentic reading aloud include group reports to the class, reading students' own writing to a peer group for feedback, reading a short segment of text to prove a point, or reading for pronunciation practice.
According to American educator Hasbrouck, J. by "For students who are not yet fluent, silent reading is not the best use of classroom time" recommends these strategies [5]:
• Timed repeated readings.
• Tape assisted reading.
• Shared reading.
• Reader's theater.
• Paired (or partner) reading.
• Choral reading.
Timed repeated readings are an instructional practice for monitoring students' fluency development. Repeated readings, under timed conditions, of familiar instructional level text can increase students' reading speed which can improve comprehension. The student reads the same passage for 1 minute multiple times (3-5). The teacher or partner counts how
words correct per minute (WCPM). Teacher chooses a passage. Time the student when s/he reads the passage [1].
Example: A student read a story with 148 words in 2 minutes, 55 seconds. She made 8 errors to determine WCPM.
1. Count the total number of words. Example: 148 words.
2. Count the number of mistakes. Example: 18 words.
3. Take the number of words minus the number of mistakes = number of words read correctly. Example: 148-18=130.
4. Calculate percent accuracy number of words read correctly divided by total number of words. Example: 130/148=87%.
5. Convert the time it took to read the passage to seconds. Example: 2minutes, 55 seconds=175seconds.
6. Convert the number of seconds to a decimal by dividing the number of seconds by 60. This is the total reading time. Example175/60=2.91.
7. Divide the number of words read correctly by the total reading time in decimal form. Example: 130/2.91=45WCPM.
Conclusion. Reading skill is a crucial component of instructional reading programs and should be assessed regularly in the classroom. Quick and easy assessment of all components of fluent reading can be performed using a one-minute oral reading passage. Instructional and intervention approaches for improving reading skill exist which have been scientifically evaluated for efficacy.
References / Список литературы
1. Dowhower S., 1989. Repeated reading: Research into practice. The Reading Teacher.
2. Gough P.B. & Beatty A.S., 1995. Listening to children read aloud. Washington,DC: Office of Educational Research and improvement, U.S. Department of Education.
3. Kuhn M.R. & Stahi S.A., 2000. Fluency: A review of Developmental and remedial practices.
4. Rasinski T.V., 2003. The fluent reader. New York: Scholastic.
5. Silberstein Sandra, 1994. Techniques and Resources in Teaching reading. Oxford University Press. China.
6. Vaca R. & Vaca J., 1999. Content area reading: Literacy and learning across the curriculum, 6th edition. NewYork. NY: Logman.
