Importance of teaching reading and different essential reading strategies

Rakhimova Moldir- Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

Abdrakhimova Gulnara Bazilovna- Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

Abstract: Effective reading is essential for success in acquiring a second language. After all, reading is the basis of instruction in all aspects of language learning: using textbooks for language courses, writing, revising, developing vocabulary and acquiring grammar.

This article is devoted to importance of teaching reading and different essential strategies based on the five components of reading (Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension) which foreign language teachers must teach their students.

Key words: reading strategies, phonemic awareness, phonics, vocabulary, fluency, comprehension, component, competence, linguistic competence, discourse competence, sociolinguistic competence, strategic competence

Reading is a key component of learning a second language and it is without a doubt important as a language does not consist solely of the spoken word. Reading is the receptive skill in the written mode. On the other hand, reading is a complicated process, which is why so many students struggle to become strong readers.

There are many benefits to developing excellent reading skills in the target language.

One benefit is the culture that one gains by reading in the target language.  Through reading, students gain access to literature written in the target language. This literature shows the students what authentic materials in the target language look like as well as provides them with insight into the cultural beliefs and values. 

Another benefit of reading is that it is entertaining and educational, can open up new worlds and enrich your life, and can improve hand-eye co-ordination and enhance social skills.

A third benefit of reading is that it develops different competences in the language:

• Linguistic competence: Students gain knowledge about specific elements of language such as vocabulary and grammar

• Discourse competence: Students are exposed to the structure of texts and how they are put together

• Sociolinguistic competence: Students learn about different texts and structures in the target language and just how those are used in a particular culture

• Strategic competence: Students gain insight into different linguistic learning strategies. For example, a top down strategy might be emphasized, where students would use the general meaning of a text to determine its specifics. A bottom up strategy, on the other hand, would focus on the specifics, such as specific words, and work its way up towards the general meaning. [1]

Phonemic Awareness and English Language Learners

Phonemic awareness is one of the best predictors of how well learners will learn to read during the first two years. Sometimes it is nearly impossible, however, for speakers of a second language to "hear" and say sounds in the language they are learning. [2], [3], [4]

Phonemic Awareness: Challenges and Strategies
What: The ability to hear and manipulate the different sounds in our language.	Why it matters: Phonemic awareness is the foundation for spelling and word recognition skills.
Challenges for ELLs
Sound recognition and production	Students may not be able to "hear" or produce a new sound in a second language. Students who cannot hear and work with the phonemes of spoken words will have a difficult time learning how to relate these phonemes to letters when they see them in written words.
Strategies for ELLs
Model production of the sound	Spend a few minutes at the beginning of class or in small groups demonstrating and reinforcing the correct production of the sound.
Help beginning readers learn to identify sounds in short words	Have students practice identifying the sounds in the beginning, middle, and end of these words. You may wish to use words that begin with a consonant, have a short vowel, and end in a consonant (CVC words) such as mat, top, and bus. One very effective method is having students match pictures of words that have the same beginning, middle, or ending sound. Be careful to use only words that students know in English!