The teaching of reading

Abstract

The ability to read is an essential skill for all who live in societies where print can be seen ; that is, in most societies of the world. In everyday life, reading is vital for us to get around and understand where we live. At school, knowing how to read is the basic too l for all other academic learning. The child's ability or inability to read affects learning in all other school areas, such as: arithmetic, social studies, Maltese, English and science in the primary school. As Stones (1976) put it, "When a child becomes a fluent reader s/he is no longer directly dependent upon the teacher or other adults for language experience. Through reading s/he extends his/ her knowledge of the physical world, of society, of human relationships, and of his/her cultural heritage." So how does one go about teaching reading? Many people ask this question. However, the answer is not simple because there are many methods one can use and which method/ s to adopt depends on a number of factors. Teaching reading methods depend on the person being taught and his/her mental ability, the age, the level one has reached and difficulties already encountered in trying to read and the learner's interest in books. As Hall (1976) suggests accordingly, "before any formal instruction in reading is begun, it is important that children develop a desire to read." This is called Reading Readiness. Therefore, getting to know the child's likes and dislikes is fundamental and only books from within his/her areas of interest must be used. There would be no sense in giving a book of trees to a child who has no interest in them. This will only make the learner hate books even further.