Reading fluency Fluency refers to one’s proficiency in reading words effortlessly in terms of swiftness and precision. A good reader identifies and understands words concurrently. Fluent reading is indispensable while reading texts.
As a matter of fact, a child who is capable of reading fluently is most likely to comprehend and memorize the contents of a text as compared to one who reads with a lot of difficulties. While teaching fluency, a language instructor should bear in mind the two reading approaches.
The fist one involves aided and frequent verbal reading which persuades learners to read loudly with assistance as their instructors comment. The other approach of reading involves silent reading with minimum guidance from the instructors (Escamilla1987). When teaching fluency, various factors should be put into considerations.
Most education scholars recommend that, in order to be fluent readers, children should first be taught to read in their native language, failure to which they should be involved in frequent listening to readings. English language learners should always endeavor to read various books aloud together with the help of fluent readers (Antunez 2001).
Indisputably, learning how to speak the native language has tremendous influence on a child’s ultimate fluency in a second language. In addition, one’s proficiency in the spoken language forms a basis for successive learning of the alphabetic standards. An understanding of the principles used in forming the spoken English words leads to proficient comprehension within the written language.
Reading comprehension strategies Reading and critical analysis of a comprehension is the ultimate objective of a language instructor. The main aim of gaining proficiency in the preceding skills is to facilitate efficient comprehension in texts. Similarly, comprehension reading enhances the proficiency in the skills above.
As a matter of fact, comprehension reading is directly linked to the awareness and growth of vocabularies. According to Norm Chomsky, a renowned linguist, the understanding of a language involves an active process that calls for a deliberate and cognitive contact between a learner and the text (Collier&Thomas1992).
When instructing English language learners, there are various things that should be put into consideration. For instance, a leaner’s ability to listen and understand spoken language is influenced by his/her oral awareness on the words that he/she can hear. This is also the case in learning written language.
For you to understand what you are reading, you ought to have an understanding of the language as well as the vocabularies within the language. Teaching figurative language should also be considered. A student learning the English language as his /her second language is likely to interpret ‘crocodile tears’ literally.
Thus, it is wise for the instructors of a language to scan a text prior to teaching. Learners should also be encouraged to analyze the stories in a text both clearly and critically. The instructors of the English language should also ensure that their students come into contact with advanced texts (Antunez 2001).
In conclusion, the English language program should incorporate English language development (ELD) within its curriculum. Undeniably, for the English language learners to achieve the desired competence in language, they should put more emphasis on the meaningful approach of language acquisition. They should also ensure fluency in their native languages and practice loud reading while using the English texts.
Similarly, it is crucial for the instructors of the English language to be equipped with the necessary facts about their students’ first language. A sheltered English language lesson should also involve several captivating learner activities. Moreover, the lesson should be well planned and taught and should employ the current communicative language teaching methodology (Collier&Thomas1992).
