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Developing reading activities for language learners is both interesting and challenging. If teachers would like to bring authentic materials, they first think about the activities that students will be engaged in with the materials Teachers cannot design activities without materials; materials are integral parts of activities. However, there are other factors that teachers should consider while designing reading activities. 

A) Intrinsic motivation: After doing the needs assessment and a survey on students’ goals and objectives, teachers have some ideas about what students want. Based on the assessment, teachers need to use techniques that students like. If tasks, activities, and materials are interrelated and if students can relate their lives to those techniques, they will feel motivated and develop the desired skills.

B) Incorporation of materials: In relation to the level of Students, teachers need to use reading materials that are simple for students to understand. Here, simply does not mean very easy; rather, it means simplified language that can encourage students to underhand the concepts of reading.

C) Reading strategies: Students need to follow the reading Strategies to develop their reading skills. Teachers should encourage students to follow the strategies to understand a text. 

D) “Bottom-up” and “top-down” techniques: Teachers should make sure that they use both the top-down and bottom-up approaches to teach reading skills to students By following both approaches, students can understand the fundamentals of reading skills, and the desired skills as well.

E) SQ3R sequence: Survey, questioning, reading, reciting, and reviewing is a reviewer principle that teachers can follow. A survey is a survey entity the main idea of a text through skimming; questioning refers to self-questing about what a reader wants to get from a text; read means reading for the main ideas, recite refers to reading aloud reading writing the main points, and review means assessing the points. 

F) Stages of reading: Teachers should make sure that students follow the stages during the process of developing reading skills. Pre, while, and post-reading subcategories of developing reading skills. Teachers should design tasks and activities that can make students follow all the stages. 

Above-discussed principles of reading appear to be very important for helping students develop the desired reading skills. If teachers are focused and follow the principles, students will be benefited and be interested in learning.


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