Strategies For Teaching Reading

There is massive amounts of research literature available discussing the different variant strategies which suggests that interlingual rendition comprehension is strengthened when students work methodically and consistently to improve their interpret skills. This paper entrust address strategies that students offer be taught control during reading activities. It will be argued that it is infeasible to read without actively thinking about it. In redact to become good readers students must wee-wee the ability to apply different strategies in order to build sum for themselves and as teachers, we need to teach students how to think about these strategies as they read. Thus, reading will be viewed as an activity where we construct meaning for ourselves, It is an active, cognitive and affective process that involves complex thinking. (Reading 44, pp.210)

In this paper six key strategies have been identified. Once these categories are typesetd the splendour of teaching each of the strategies directly to students will be discussed. Finally, we will look at a few of teaching the activities that have been suggested to be impressive for use in the classroom in order to help students become more independent and effective readers. (Brownlie, Close and Wingren, 1990; Cunningham and Allington, 1994; Mazzoni and Gambrell, 1996; Tierney and Readance, 2000; Tarasoff, 1993;).

To begin with it might be helpful to define what a reading strategy is.



Weinstein and Mayer (1986) defined these as behaviours and thoughts that a learner engages in during learning that are intended to captivate the learners encoding process. (pp.315)

Further, Alexander, et al. (1985) defined a strategy as a procedural, purposeful, effortful, willful, essential and facilitative. They asserted that strategies are mandatory for academic ontogeny (pp. 131).

It can be argued that skilled readers are aware that strategies for reading are altered with different purposes. For example, one...

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