developing young learner's reading skills in efl classes

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thе ministrу оf highеr аnd sеcоndаrу spеciаlizеd еducаtiоn оf thе rеpublic оf uzbеkistаn termez state university department of english language and literature 3rd course student of the english department cоursе wоrk thеmе: developing young learner's reading skills in efl classes dоnе by : bozorova maftuna reviewer: djabborova shoira tеrmez – 2021 content introduction..............................................................................................3 main body 1. reading as a goal and means of goals......................................................5 2.reading models...........................................................................................11 3. strategies of teaching reading..................................................................19 conclusion..................................................................................................29 references ��..................................��30 introduction composing and comprehending two sides of the same basic process. the national assessment of educational progress reveals that eighty-five percent of all thirteen-years-olds can correctly complete a multiple-choice check on comprehension, but only fifteen percent can write an acceptable sentence summarizing the paragraph read. such conditions, too frequent in most of today�s schools, stem inevitably from a failure to recognize that composing and comprehending are process-oriented thinking skills which are basically interrelated. our failure to …

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between comprehending and composing explains graves and hansen report early success in their exploratory project encouraging first grade children to write about their reading ( and to verbalize about the process). the relationship and the absence of adequate interaction about ideas also explains why preschool children learn little from the 5,000 or more hours they spend watching television. activity without language does not become experience. the work of ann brown and others with their studies of metacognition, duffy and roehler�s explorations in reading, and perry lanier�s work in mathematics at the institute for research on teaching, michigan state university, are demonstrating how thinking about the process of comprehending, that is, consciously considering the reconstructions that one composes, can enhance the basic process itself. the skills required to read science must acquired through reading science. the skills required in writing science can be learned only by writing science. basic reading and …

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ntroduced in basic reading programs. restricted only to reading poems, plays, and stories, children can too easily find their competence restricted to literary activity as well. developing reading skills literacy covers several areas of leaning and development which were found within 'communication, language and literacy in the original eyfs framework; these are 'reading', 'writing' and aspects of 'linking sounds and letters' and 'handwriting'. to help children develop their reading skills practitioners should make sure that they have access to a wide range of reading materials - books, poems and other written materials- to ignite their interest. they should allow plenty of time for children to browse and share theses resources with adults and other children. 1. reading as a goal and means of goals reading is an interactive process that goes on between the reader and the text, resulting in comprehension. the text presents letters, words, sentences, and paragraphs that …

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them to accomplish the reading purpose. teachers want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. in the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. in language instruction, reading materials have traditionally been chosen from literary texts that represent «higher» forms of culture. this approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. in this approach, lower level 1https://www.researchgate.net/publication/323913508_reading learners read only sentences and paragraphs generated by textbook writers and instructors. the reading of authentic materials is limited to the works of great …

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g read. the goal(s) for reading guide the reader's selection of texts. reading is type of speech activity and the goal of teaching at all stages. a person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. a person may also read for enjoyment, or to enhance knowledge of the language being read. the goal(s) for reading guide the reader's selection of texts. the purpose for reading also determines the appropriate approach to reading comprehension. a person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. a person 183 reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does …

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thе ministrу оf highеr аnd sеcоndаrу spеciаlizеd еducаtiоn оf thе rеpublic оf uzbеkistаn termez state university department of english language and literature 3rd course student of the english department cоursе wоrk thеmе: developing young learner's reading skills in efl classes dоnе by : bozorova maftuna reviewer: djabborova shoira tеrmez – 2021 content introduction..............................................................................................3 main body 1. reading as a goal and means of goals......................................................5 2.reading models...........................................................................................11 3. strategies of teaching reading..................................................................19 conclusion...........

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