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Table of Contents
TABLE OF CONTENTS.........................................................................................................
INTRODUCTION....................................................................................................................
LITERATURE REVIEW ......................................................................................................
METHODS ..............................................................................................................................
1. OBJECTIVE OF TEACHING READING........................................................................

2.APPROACHES TO TEACHING READING ...........................................................

2.1 THE PEDAGOGICAL APPROAH.......................................................................
2.2 THE COMMUNICATIVE APPROACH.......................................................................
3. SOME OF READING TECHNIQUES....................................................................
3.1 SKIMMING ......................................................................................................
3.1 SCANNING .........................................................................................................
4.FACTORS WHICH MAKE READING DIFFICULT FOR LEARNERS.......................
5 STRATGIES FOR DEVELOPING YOUR SKILLS ..............................................
CONCLUSION.......................................................................................................................
BIBLIOGRAPHY..................................................................................................................

Reading is a receptive language process. It is the process of recognition,

interpretation, and perception of written or printed materials. Reading
proficiency plays a great role in understanding a written statement
accurately and efficiently. Reading serves as an important tool in
every field of professional service ( Abdul Halim,2006).
In English foreign language teaching, reading is one of the most
important factors in assessing a learners linguistic competence. However,
it is a common problem for some students to complain about having
trouble with how to read efficiently. Students always feel confused about
the main idea of the passage even if they can get a full mark to the
questions following the passage. In addition , some teachers also find
difficulties in increasing efficiency in reading classes. So, therefore some
of approches for teaching reading that teacher has to follow them and
some of reading techinques .

However, due to many such reasons the students fail to comprehend

textbooks properly. This is largely reflected in the poor performance of
the students both in their classes, as well as in their everyday life. So, it is
important now to point out the problems existing in the present reading
leearning and provide some proposals for how to teach reading
efficiently.

Indeed , the teaching of reading has been an essential part of learning a

language ever since foreign language began to be taught ( Kelly,1969).
Jiao (2007) discusses that reading teaching becomes teaching of
language points known as grammar and vocabulary. This kind of English
reading teaching to a great extent hinders EFL students language
proficiency.
Reading helps in mental development and is known to stimulate the
muscles of the eyes. Reading is an activity that involves greater levels of
concentration and adds to the conversational skills of the reader. It is an
indulgence that enhances the knowledge acquired, consistently. The habit
of reading also helps readers to decipher new words and phrases that they
come across in everyday conversations ( Grellet ,2001)
Douglas(2001 ) discusses that Students should be trained to be
flexible in reading by using different kinds of exercises such scanning ,
skimming ,and critical reading.
Reading is very important to our studying English, especially reading
speed, skills, factors and steps. So we should master some good reading
skills to improve our English levels.

Two approches of were used in this research : Quantative Method

and Qualitative .
TheQualitative approche :
Qualitative research seeks out the why, not the how of its topic
through the analysis of unstructured information things like interview
transcripts and recordings, emails, notes, feedback forms, photos and
videos.
I investigated Extensively many of books , journals and webessites
and I relied on the these materials for gathering information.So, the
the most parts of the research will involve theoretical basis such as
objectives of teaching reading , approaches to teaching reading ,and some
of reading techniques .and stratigies for developing yor rading skills .
The Qualitative Method (questionnaires):
Quantitative method are research techniques that are used to gather
quantitative data - information dealing with numbers and anything that is
measurable. Statistics, tables and graphs, are often used to present the
results of these methods.
A five-point scale questionnaire was designed for the purpose of the
study where students were presented with stated reading difficulties
and asked to grade their difficulty according to the ( e.g. unknown words)
agreement scale ( strongly agree strongly disagree ).The questionnaire
was written in Arabic and distributed to 20 students of the same
specialization ( English specialists ). Eighteen response were collected .
This questionnaire was designed to yield data that would contribute to our
understanding of the nature of the problems that students encounter in

. reading class
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By the way of reading ,a learner can master these high-tech and cultural
knowledge concerning English -speaking countries. As reading is the only
time-saved way to absorb foreign advanced technology, by reading, we
can learn more and make cont ributions to the construction of our
motherland .In that case, reading becomes necessary and urgentbecause
Reading can help absorb all kinds of information.
Reading English books, magazines etc can improve reading ability step
by step, speeding up cultivating and forming good reading habits. So.
Reading can help us develop our interest.
By reading a lot, one can advance their English background knowledge
and broaden his or her vision, inspire his thought, build the values, train
the creative performance and develop his intelligence.
The psycholinguistic view 's Goals of teaching Reading are to train
students to form their expectation for a Reading activity ,to encourage
students to take risks in guessing , in ignoring the fact that they should
always be correct , and to train students to use the minimum number of
syntactic and semantic clues to obtain the maximum amount of
information .
Students should therefore be trained to be flexible in reading by using
different kinds of exercises , i.e. to obtain specific information
( scanning ), to obtain the general idea (skimming ) , to obtain
comprehensive understanding of reading ( through comprehension ) or to
evaluate information (critical reading ) . Students should be aware of
these ways of reading as aims so that they can determine proper strategies
in reading .( Hasan, 1993).
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The pedagogical approach is organized around a reading passage

accompanied by comprehension questions .The passage is usually used as
.a vehicle to consolidate structure and vocabulary
Passages which contain syntactic structure and lexical items beyond the
learners' competence are not easy to comprehend .The procedure to
follow this case is to provide a list of the problematic words and phrases
and their meanings before learners are given the opportunity to read the
. " passage .These called "primary glossaries
Alternatively , words which are assumes=d to create difficulty through
context can be glossed after the passage ,and the reader's attention is
" directed to them . (Widdowson,1978) calls them "promoting glossaries
In short , the pedagogical approach , with its emphasis on simplification
of language structures ,falls short of teaching reading as communication .
( Hasan, 1993).

The communicative approach to language teaching has given instructors a

different understanding of the role of reading in the language classroom
and the types of texts that can be used in instruction. When the goal of
instruction is communicative competence, everyday materials such as
train schedules, newspaper articles, and travel become appropriate
classroom materials, because reading them is one way communicative
competence is developed. Instruction in reading and reading practice thus
become essential parts of language teaching at every level.

The communicative approach is such an approach where comprehensible

input and the task-based learning could exist together. To achieve this
suitable objective, we have to adapt the following principles in
communicative language teaching as suggested by Nunan (1988)
A. The focus of every task should be on the performing of some
operationteaching the learner to do something in the target language.
This something is communicatively useful.
B. Use of language above the sentence level, with real language in real
situations and pay attention to both the part and the whole work in the
context.
C. The practice of forms should take place within a communicative
framework.
D. Mistakes are not always mistakes. Emphasis should be on fluency.
F. What happens in the classroom must involve the learners and must be
judged in terms of its effects on them.

These are the two main skills needed in developing your effectiveness
as a reader.

It is a technique you often use when you search for key words or ideas. In
most cases, you know what you're looking for, so you're concentrating on
finding a particular answer. Scanning involves moving your eyes quickly
down the page seeking specific words and phrases. Scanning is also used
when you first find a resource to determine whether it will answer your
questions. Once you've scanned the document, you might go back and
skim it.
When scanning, look for the author's use of organizers such as numbers,
letters, steps, or the words, first, second, or next. Look for words that are
bold faced, italics, or in a different font size, style, or color. Sometimes
the author will put key ideas in the margin.

It is used to quickly identify the main ideas of a text. When you read the
newspaper, you're probably not reading it word-by-word, instead you're
scanning the text. Skimming is done at a speed three to four times faster
than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if
an article may be of interest in your research.
There are many strategies that can be used when skimming. Some people
read the first and last paragraphs using headings, summarizes and other
organizers as they move down the page or screen. You might read the

title, subtitles, subheading, and illustrations. Consider reading the first

sentence of each paragraph. ( http://42explore.com)

I believe effective reading depends upon difficult level of the text, the
unknown words in the text and background knowledge of the reader. It all
contributes to the reading successfully getting the message of the writer. I
have tried to make a point that difficult level in a reading text should be
according to the level of the reader.
I have tried to focus on all those factors which make reading uneasy /or
difficult for the learners. A list of such factors is given as under:
a. Vocabulary.
b. Structure of sentences.
c. Background knowledge of the students.
A. Vocabulary:
I have minutely observed during my investigation for questionnaire. The
first and most problem I found was unknown or difficult words. Such
vocabulary items which students thought were difficult for them proved
to be a serious deterrent in the way of reading.
B. Structure of Sentences:
During my investigation of questionnaire , I also found that in addition to
difficult Vocabulary items, the complex sentence structure also create a
problem for the proper understanding of the text. Consequently, a large
number of students do not benefit much from such texts which contain
difficult sentence structure.

C. Background Knowledge:
Inappropriacy of these text books is more to do with the cultural features
that occur in the texts which students and in many cases even teachers
cannot explain to the learners. I have observed that a text which reflects
and contains difficult words, do not coordinates with background
knowledge of the students and they do not know anything about the
subject under discussion, they feel it completely difficult to understand
the text. See figure (1)

figure (1) Reading Difficulties

Language instructors are often frustrated by the fact that students do not
automatically transfer the strategies they use when reading in their native
language to reading in a language they are learning. Instead, they seem to
think reading means starting at the beginning and going word by word,
stopping to look up every unknown vocabulary item, until they reach the
end. When they do this, students are relying exclusively on their
linguistic knowledge. One of the most important functions of the
language instructor is to help students move past this idea .
Effective language instructors show students how they can adjust their
reading behavior to deal with a variety of situations, and reading
purposes. They help students develop a set of reading strategies and
match appropriate strategies to each reading situation.
" Strategies that can help students read more quickly and effectively
include :

Previewing: reviewing titles, section headings, and photo captions

to get a sense of the structure and content of a reading selection

Predicting: using knowledge of the subject matter to make

predictions about content and vocabulary and check
comprehension; using knowledge of the text type and purpose to
make predictions about discourse structure.

Guessing from context: using prior knowledge of the subject and

the ideas in the text as clues to the meanings of unknown words,
instead of stopping to look them up

Paraphrasing: stopping at the end of a section to check

comprehension by restating the information and ideas in the text
(http://www.nclrc.org)

Reading is a very important skill that students need to master as early as

possible. However, the process of mastering reading is actually very
complex and this is clearly shown by the large number of students who
are not skilled in reading. So ,we should master some good reading skills
to improve our English levels.
In our country, most English learner are worried about not understanding
English articles, newspaper, magazines and so on. How to improve our
English become more and more importantand to engage struggling
readers .Teachers can use a number of strategies to promote cognitive
competence, motivation and social interaction. They should be
encouraged to construct rich knowledge goals and use real-world
interactions to connect them with their own experiences. They should be
provided with an abundance of interesting reading materials, provided
with choice, and be able to share and discuss their reading experiences
with others.

Reading is a skill that will empower everyone who

learns it. They will be able to benefit from the store of
knowledge in printed materials and, ultimately, to
contribute to that knowledge. Good teaching enables
students to learn to read and read to learn.

By encouraging students to talk about what strategies they think

will help them approach a reading assignment, and then talking
after reading about what strategies they actually used. This helps
students develop flexibility in their choice of strategies.
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When language learners use reading strategies, they find that they can
control the reading experience, and they gain confidence in their ability to
read the language.

Books
Abdul Halim Ibrahim, (2006) The Process and Problems of Reading. Masalah
Pendidikan .
Brown H. Douglas, (2001) Teaching by Principles An Interactive Approach to
Language Pedagogy ( second edition ). Addison Wesley Longman ,Inc .
Davis Cole, Ardith, (2004) When Reading Begins: The Teachers Role in
Decoding, Comprehension, and Fluency. Portsmouth: Heinemann.
Grellet, F. (2001). Developing reading skills. Beijing: Foreign Language Teaching
and Research Press.
Hasan, A.S. (1993) Methodology of Teaching English. Syria: Damascus University
.
Nunan, D. (1988) Syllabus Design. Oxford: Oxford University Press.
Penny Ur. , (1996) A course Language Teaching Practice and Theory .
Cambridge : Cambridge University Press .

Journals
Cubukcu, Feryal, (2007) An Investigation of Reading Strategies Employed by
Trainee Teachers. GEMA Online Journal of Language Studies, 7 (2).
Johnsen, L. Problem-Guided Reading for College Journal of Reading April
(1984): 602-6

Websites
http://www.nclrc.org/essentials/reading/stratread.htm

http://42explore.com/skim.htm