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There are many ways that reading helps you to learn English, but reading itself
is an important life skill. In everyday life we use reading to get information
about the world around us. There are signs on the street. Can you park your
car here? Which days can you park? How long? There are letters from school
or utility companies that come in the mail. There are also bus schedules, bills,
medicine labels, ads, health care pamphlets, and technical manuals for our
electronic devices. When you are new to a country, this is the first kind of
reading you need. USA Learns will help prepare you with the Life Skills reading
activities.
Viktor and Karina learned that reading skills are very important when signing
an agreement to rent an apartment in one of our 2nd English Course video
stories. This is a funny story, but in real life, it’s not funny when you don’t
understand what you have to sign.
The first thing you need to do is find interesting texts. No students want to
read if they have boring texts. If you can find real news stories or magazine
articles then that is much better but make sure the vocabulary and grammar
isn’t too difficult. You can also use excerpts from books or scripts, or song
lyrics, depending on the level of the group.
Finding interesting texts for beginners can be more difficult. You need to
reinforce the vocabulary they know rather than give them too many new
words, which means it is difficult for them to understand the text. Of course
you can use children’s picture books, but if you are teaching teenagers or
adults these often won't be appropriate. And even kids' books can use a lot of
new words. One option if you have a very low level class is to use the English
Short Stories for Complete Beginners. This will help them read but won't give
them complicated vocabulary.
In class, reading can become a little boring. You can make your reading lessons
livelier by trying some of the following techniques. Most of them can be
adapted to suit any level.
III. RESEARCH QUESTIONS
The purpose of the study was to find out the percentage of the reading
index of Grades I to VI pupils in the school for the first semester school year
2016-2017, and how many in each grade level could understand what they
read.
This study particularly dealt on the following problems.
The study was focused to find out the percentage of the reading index of
the grades I to VI pupils for the first semester School Year 2016-2017. We
formulated the scope and limitations of this study to identify how many in
each grade level could understand what they read to evaluate the Reading
Assessment in English.
Moderately
Satisfactory MS 1 0.76-1.50
Non-reader/
Poor NR 0 0.10-0.75
5. The quality of English reading instruction in the school could be
classified as Good, Satisfactory, Moderately Satisfactory, and Poor.
6. The frequency and percentage were also used in this study.
The result of the study called for the improvement of English Reading
Instruction in the school. To do so, the following actions for implementation
are suggested:
1. Evolve a School English Reading Program based on the existing grade
level needs of the pupils particularly in Grades I and II.
2. Prepare remedial measures in English Reading Program for the Non-
readers.
3. Each grade teacher should devote extra time and effort to improve
their pupils’ reading abilities.
4. Supplementary reading materials should be given to Satisfactory and
Good readers for the pupils to develop independent reading.
5. Regular periodic monitoring of the English Reading Program of the
school should be observed.
6. An in-service training should be conducted to improve the teaching
reading skills of teachers in English.
7. A follow-up study should be conducted at the end of the Second
Semester School Year 2016-2017 to find out the progress of the English
Reading Instruction of the school and to evaluate the reading comprehension
abilities of the pupils.
References