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References:
1. Methods of teaching foreign languages in primary school: Lecture notes. – Irkutsk:
Publishing house of Irkut. State ped. univ., 2006. – 58 p.
2. Miruld R.P., Maksimova I.R. Modern conceptual principles of communicative
teaching of foreign languages // Foreign languages at school. – Moscow, 2000. - No.
4. - PP. 9-15
3. Kharlamova M.V. The use of "ideological nets" in foreign language lessons
// Foreign languages at school. – Moscow, 2005. - No.1 – P.3 – 9.
4. Sholpo I.L. How to teach a preschooler to speak English: A textbook on the
methodology of teaching English for pedagogical universities, colleges and colleges
in the specialty "Teacher of a foreign language in kindergarten". - St. Petersburg:
"Book", 2005. – 345 p.
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ФИО автора:
Muxtarov Jo'rabek Rayimjon o'g'li
Student of English ll faculty
of Samarkand State Institute of Foreign Languages
Название публикации:
«THE
IMPORTANCE
OF
ACTIVITIES
IN
DEVELOPING CHILDREN’S READING SKILL»
Abstract:
this article deals with identifying the role of activities in developing
children’s reading skill, as well as enhancing their outlook. On the top of that it has a
crucial place in learning independently.
Key words:
activities, songs, reading books, text, storytelling.
Introduction
In many classrooms, we have observed reading happening around students, but
we do not always see students engaged in active reading of a text for themselves.
Rather, we see one or more of the following:
The teacher standing in front of the room, reading a text to students
Students sitting in front of computers, listening on headphones to an audio of the text
being read to them
Extended videos (not just short clips) being used as an alternative to reading text
Activities being used to replace reading text (not just enhance and extend it)
There are legitimate and important reasons to include teacher read alouds or e-reading
programs in the classroom. This is particularly true for primary grade students and
English learners who are still developing basic reading skills because, otherwise, they
would not be able to experience high-quality literature or rich vocabulary. In addition,
read aloud can provide a shared story for the purposes of stimulating discussion and
can offer models of proficient reading.
Nevertheless, there are reasons to be cautious about overusing read alouds, e-reading
programs, or activities that circumvent the use of text altogether. Students who listen
while someone else reads to them are not honing their own skills. They are not
challenged to apply their developing knowledge to read unfamiliar words, apply
different phrasing or expression, monitor their comprehension, or repair any
107
breakdown in their understanding of the text. Students become passive. At best, they
may be building their listening comprehension and oral receptive vocabularies. But to
build their reading skills and stamina, they actually must spend time reading without
extensive auditory supports.
Sharing stories with your child doesn’t mean you have to read from the book.
Just by looking at books with your child and talking about them, you can be a great
storyteller and a good model for using language and books. Your child will learn by
watching you hold a book the right way and seeing how you move through the book
by gently turning the pages.
Reading stories with children has benefits for grown-ups too. The special time you
spend reading together promotes bonding and helps to build your relationship with
your child.
Storytelling and songs
Reading isn’t the only way to help with your child’s language and literacy
development.
Telling stories, singing songs and saying rhymes together are also great activities for
early literacy skills – and your child will probably have a lot of fun at the same time.
Sometimes your child might enjoy these activities more than reading.
You and your child might like to make up your own stories or share family stories.
Your child will learn words and develop language skills from the songs, stories and
conversations you share together.
Using a language you’re comfortable with helps you to communicate more
easily. It also helps to make reading, singing and storytelling more fun for you and your
child. Your child will still learn that words are made up of different letters, syllables
and sounds, and that words usually link to the pictures on the page.
Don’t worry if English isn’t your child’s first language. Being bilingual actually helps
your child learn English when they start playgroup, kindergarten or school.
Dual-language books are a great resource, and many children’s books are published in
two languages. If you speak a language other than English at home, reading dual-
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language books with your child might also help you become more familiar with
English.
Another option is to read a book aloud in English or listen to an audio book in English
and then talk about the story with your child in whatever language feels most
comfortable.
When to read, sing and tell stories with your child
Bedtime, bath time, potty time, on the train, on the bus, in the car, in the park, in the
pram, in the cot, when you’re in the GP’s waiting room ... any time is a good time for
a story! You can make books part of your daily routine – take them with you to share
and enjoy everywhere.
Knowing when to stop can be just as important as finding the time to share a story in
the first place. Pay attention to your child’s reaction to the story, and stop if your child
isn’t enjoying it this time. You can always try a book, song or story another time.
Using your local library
Libraries have a lot to offer. Getting to know your local library can be a part of learning
about and loving books.
You can borrow great children’s books for free from your local library. This means
you can have plenty of books in your home for your child to explore – and it won’t cost
you a cent.
Taking your child to the library and letting them choose their own books can be a fun
adventure. You can talk about and plan your trip to the library with your child, and get
excited together. You could ask your child, for example:
How many books will you choose?
How many books can you find by your favourite author?
Will you borrow books that have animals in them?
Do you have a favourite book you’d like to borrow again?
How many days will it be before we go to the library again?
Have students stop periodically to monitor their understanding. Initially, the teacher
will need to provide the checkpoints, but students should be taught how to locate logical
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stopping points independently. At these checkpoints, students might ask and answer
questions, provide a main idea or summary, create a graphic representation, make
inferences, or have a short discussion with peers.
These steps are intended to give students the kind of support they need to practice active
reading for themselves. When applied, research has demonstrated that bilingual
students with marginal reading skills can learn from informational text just as well as
when the teacher reads the text to them (Reed, Swanson, Petscher, & Vaughn, 2014).
A young clarinet player can benefit from listening to hours of well-performed
clarinet music, but there are certain fundamental skills her or she will not improve
without practicing. The same is true for reading. By actively and independently reading
text, students simultaneously can build their word identification, fluency, vocabulary,
and text-dependent comprehension skills.
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