Teaching reading( Type of Classroom Reading Performance and Principles for Designing Interactive Reading Techniques)

A.     Type of Classroom Reading Performance

1.  Oral and silent reading

Oral reading is a complex process in which the reader becomes the "link" between the author and the listeners by comprehending the selection and interpreting it for the enjoyment and understanding of those listening. Students who read orally improve their speech and understanding, and gain much enjoyment when they experience success. Oral reading can:

a.    Serve as an evaluative check on bottom up processing skill.

b.    As a pronunciation check.

c.    Serve to add extra students participations.

Silent reading is modeled by the teacher and class time is provided for students to engage in sustained silent reading. It should be done focus and seriously.

2.  Intensive and extensive reading

Extensive reading is trying to cover vast amounts of materials, but just skip over the parts you don’t know and try to get the general gist of things. It’s all about context and the big picture. Intensive reading is about studying minute details and trying to wring absolutely every drop of information out of a section of text. The easy way to compare these two types is reading the same paragraph 100 times (intensive) vs. reading 100 different paragraphs (extensive).

These two aspects of reading can play off each other. Extensive reading gives you a sense of familiarity, and can help you get curious about the language.

B.     Principles for  Designing Interactive Reading Techniques

1.    Don’t overlook the importance of specific instruction in reading skill.

2.    Use techniques that are intrinsically motivating.

3.    Balance authenticity and readability in choosing text.

4.    Encourage the development of reading strategies.

5.    Include top down and bottom up approach.

6.    Subdivide the techniques into pre-reading, whilst reading, and after reading phases.