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Development of Language Skills

Reading Skill

         Reading is generally defined as a process that helps to:
a) decode, decipher and identify the words in print.
b) articulate, speak and pronounce the words in print.
c) understand, interpret and sense the meaning of the words/ texts in print.
             In fact the education of a child is imperfect unless he/ she is equipped with the ability to read, to decipher, to interpret and to understand properly the contents of a reading material.

Sub skills of Reading

          Many linguists like W.M. Rivers, Carrilio, F. Grellet, John Munby have analysed the skills of Reading. Among them John Munby's analysis is very concrete and comprehensive.
The following are some sub - skills:
* Recognising the script of the language.
* Deducing (forming an opinion) the meaning from unfamiliar words.
* Understanding explicitly (clearly, directly) or implicitly (indirect) stated information.
e.g.: 1) The house became an oven when the air conditioner broke down in summer (Implicit statement - The implied meaning here is 'the house was hot').
         2) The house became hot and oven like when the air conditioner broke down in summer (Explicit statement - The message is clear here as the house was hot).
* Understanding the communicative value (function) of sentences.
e.g.: Fie! How bad! (Expressing disgust)
* Understanding relations between the parts of a text through lexical cohesion devices (linkers).
e.g.: A: Which ice-cream would you like?
        B: I like the pink one.
        ('One' (Pronoun) in the above sentence refers to ice-cream).
* Transcoding information into diagrammatic display.
* Skimming - reading for gist.
* Scanning - reading for specific information.

Skimming and Scanning

* Skimming: Skimming is a reading process where the reader reads quickly in order to find out the central idea/ gist/ substance of a text.
* The reader does not go for the minute details but frames on overall impression.
* It is glancing of the text to understand its general content.
Skimming Activities:
* Choosing an appropriate title for the given passage.
* Selecting a right heading for the news item.
* Matching the text with pictures/ diagrams.
* Scanning: Glancing rapidly through the text to find out some specific information.
* The reader never goes for all the details but exclusively traces out the information he requires.
* It is a timed activity with specific questions.

Oral and Silent Reading

          Keeping in view the manner we read, Reading can be divided into (1) Oral Reading
(2) Silent Reading.
Oral Reading (or) Reading Aloud:
            Reading aloud is barking at print - P.B. Ballard
* Oral Reading is meant for early stages.
* It extracts word - sound association.
* It is aimed at developing speech with correct pronunciation, stress and intonation.
* In Oral Reading students proceed in the following manner as explained by Dr. West.

* Oral Reading provides Auditory training.
* It shows down the pace of reading but it is not possible to dispense with it.
* Reading aloud serves as a base for Silent Reading.


Silent Reading:

* Silent Reading is for pleasure and profit - Ryburn
* Silent Reading is reading for comprehension. It is an activity completely done in silence without moving lips.
* It aims at improving eye - span. (No. of words eyes take at one jump)
* Silent Reading helps the learners to develop the abilities like finding the main idea, answering questions, summarising, predicting, critically examining etc. - Deboer and Dallmann


Intensive Reading and Extensive Reading

Intensive Reading:

* A minute and detailed study of the prescribed prose text is called intensive reading.
* It is reading for accuracy involves approaching a text under the close guidance of the teacher.
* An intensive reading lesson is primarily concerned with developing reading strategies- judgement, reasoning, interpretation, appreciation etc in the learners.


Extensive Reading:

* Reading of longer texts for pleasure is the basic motto of extensive reading.
* It is meant for developing the habit and a taste for reading.
* Extensive reading is not concerned with a detailed examination of the text.
* It helps the students to learn more vocabulary.
* It develops fluency among the readers.


Undesirable Reading Habits

          The following are some reading defects in a poor reader which are to be avoided by the teacher.
1. Finger Pointing: Many readers run their fingers on the text while reading. This habit impedes the reading speed. The teacher should take care to detect this bad habit in the initial stage and refrain the pupils from doing so.
2. Faulty Head Movement: Moving head slightly across the line while reading is a stumbling block. It drastically decreases the reading pace. The learners should be encouraged to give up this bad habit by sensitising them constantly.
3. Sub-vocalising: Some people have the habit of making sounds of the words they read or murmuring them aloud. If pupils are encouraged to sub vocalise, they tend to read a text word by word instead of in sense groups. This habit therefore be curbed.
4. Regression: This is yet another bad reading habit. In this the reader moves his/ her eyes frequently back to check the previous words instead of moving forward. Naturally this slows down the reading speed. The readers should be advised not go back while reading unless there is necessity for better comprehension.


Methods of Teaching Reading

The following are some important methods of teaching reading

1. Alphabetic method (or) ABC method (or) Spelling Method
* This method is of Greek and Roman in origin.
* Students first learn the names of the letters of alphabet.
* The progression of reading in this method is
     letters words  phrases  sentences
* Unit of reading is letter.

* Dull, mechanical method
* Eye span cannot be improved
* It is slow, lengthy and tedious.


2. Phonic Method: Emphasis in this method is on learning the sounds of the letters because words are produced/ articulated not by letters but by sounds. This theory was envisaged by psycho linguists like Huey, Edmund Burke, Anderson and Deborz.
* Unit of reading is sound of the letter.

Limitations: It confuses the pupils because many words have same sound but different spellings (Homophones).
e.g.: buy - bye weather - whether
* No chance for the expansion of eye span.
* Delays the process of reading.


3. Word Method/ Look and say Method/ Flash card method: Comenius (1657) introduced this method.
* Words are presented along with pictures.
* Unit of reading is a Word. According to some scholars, the unit of reading may be a word/ a phrase/a sentence.

Limitations: All words can not be taught with pictures.
* Children will be put to lot of strain in remembering the words.


4. Phrase method: Harold Palmer - the strong supporter of this method. According to him the word is too small and the sentence is too long to read.
* This method believes phrases are more interesting than words.
* Unit of reading is a phrase.


Limitations: It has all the limitations of word method.

5. Sentence Method: WM Ryburn believed that this is the right method to teach reading of short sentence where there is not more than one sense group.
e.g.: She is eating.
* A sentence is the unit of reading.
* The procedure of reading in this method is -
          Sentence Phrases Words Letters


Limitations: The reader find it difficult to read a sentence without the knowledge of words and letters.
* This is time consuming.

Posted Date : 25-02-2021

గమనిక : ప్రతిభ.ఈనాడు.నెట్‌లో కనిపించే వ్యాపార ప్రకటనలు వివిధ దేశాల్లోని వ్యాపారులు, సంస్థల నుంచి వస్తాయి. మరి కొన్ని ప్రకటనలు పాఠకుల అభిరుచి మేరకు కృత్రిమ మేధస్సు సాంకేతికత సాయంతో ప్రదర్శితమవుతుంటాయి. ఆ ప్రకటనల్లోని ఉత్పత్తులను లేదా సేవలను పాఠకులు స్వయంగా విచారించుకొని, జాగ్రత్తగా పరిశీలించి కొనుక్కోవాలి లేదా వినియోగించుకోవాలి. వాటి నాణ్యత లేదా లోపాలతో ఈనాడు యాజమాన్యానికి ఎలాంటి సంబంధం లేదు. ఈ విషయంలో ఉత్తర ప్రత్యుత్తరాలకు, ఈ-మెయిల్స్ కి, ఇంకా ఇతర రూపాల్లో సమాచార మార్పిడికి తావు లేదు. ఫిర్యాదులు స్వీకరించడం కుదరదు. పాఠకులు గమనించి, సహకరించాలని మనవి.


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