Unit 1: Building Confidence in Reading: Countering Defects

Objectives

The objectives of this unit will help teachers to:

• motivate passive and bored readers to become interested in the reading process, and

• instil in students the confidence to read for longer periods.

Case study

Miss Halima Rodgers was the English Language teacher for the Form One class at Hilltop High School. She knew that during the year she would have to ensure that the new students read English language texts well enough to be able to leave school with good grades. She also knew that many came from homes without a reading culture and would need help to use reading as a learning tool. She was convinced that if she could make even a marginal improvement in each student’s reading ability, they could improve their grades not only in English but also in most other subjects.

When the new class came to her in January, she gave them a reading comprehension test and discovered that only ten students out of a class of 52 scored more than 50% in the test. Most had copied large chunks of the given text as answers; only ten students had composed responses to the specific questions in their own words. Many had located the key word or phrase but could not or had not taken the risk of formulating/composing a response to the specific question asked. Five students appeared to be behind. They had trouble with the basic mechanics of writing and had left more than three questions unanswered.

This was exactly what Miss Rodgers had expected. She realised that she had another typical Form One class this year and decided that she would use the reading programme that she had pilot tested last year. She decided to share her plan of action with the class and involve them in making the project a success. Over the next few classes, she did the following:

1. She discussed and explained the crucial role of reading for success in school.

2. She discussed and analysed the class score on the reading comprehension test she had administered on the first day of the new term.

3. She discussed each question, asked the highest scorer to read out his or her answer and explained why it deserved the mark. The purpose of the detailed discussion was to help students see that scores were not based on teacher prejudice or bias but on performance expectations.

4. She explained the class scores in terms of good, average and poor readers. The emphasis was on performance level as reflected in the test. She then divided the class into ten groups with five students in each group. Every group had one high scorer, two average and two or three poor readers.

5. The high scorer in each group was made Group Leader and was entrusted with the responsibility of improving the scores of his or her group across the term. The group that showed the maximum improvement would be awarded certificates and trophies at the school’s annual Prize Day function.

6. She started a book corner in the class, with each student bringing in old books from home, neighbours or used-book stores. Students were encouraged to borrow and read books at least three times every week. The emphasis was on introducing a reading culture into the class.

7. During the term Miss Rodgers noticed that her Group Leaders were taking their jobs very seriously. She helped them devise strategies to help the weaker readers guess the meanings of words from the context, and to read texts once quickly for overall meaning and then with more attention to detail. Towards the end of term, Miss Rodgers’ students showed marked improvement in their reading habits. The improvement between the groups was so close that all the ten groups were awarded prizes.

Points to ponder

1. How do you judge or identify the poorer readers in your class? Do you use any special strategy to encourage poor readers?

2. Research shows that children transfer their literacy skills (i.e., their ability to read and write efficiently) across curricula. Have you noticed any similarities in your students’ written responses to comprehension questions in different subjects?

Activity 1

At the JSS level, students are old enough to take responsibility for their own academic progress. In fact, as we have all experienced, rather than being told what is good for them, children of this age group prefer to discover answers for themselves.

As reading is probably the most important language skill in terms of academic success, students will benefit if they become aware of their abilities, strengths and weaknesses in their reading proficiency.

The beginning of the academic year is the ideal time to make students conscious of the importance of being competent in reading. One way we can do this is through self-reflection questionnaires. You can make your own self-reflection questionnaire, or try out the one given in Resource 1, from W. Grabe and F.L. Stoller’s Teaching and Researching Reading (Pearson Education, 2002, pp. 242–244). This is a good sourcebook for activity research.

1. For this activity, administer the questionnaire on attitudes towards reading reproduced in Resource 1.

2. As this is an exercise on self-reflection, make sure the students do not spend too much time pondering over each question; the answers should be quick and honest. You could also tell them that there is no right or wrong answer; the student should say what is true for him or her.

3. Practise the procedure on the board, so that students who are unfamiliar with the 1-2-3-4 rating scheme can become comfortable with it before starting the questionnaire.

4. Analyse each section of the questionnaire to obtain three different scores for each student. The first score (based on Section I) will indicate the student’s previous experience with reading. The second score will indicate the reading environment and the third, his or her individual perception about the usefulness of reading.

5. You will notice that each of the three sections has six questions. So, to calculate scores, add the section score and divide it by six. The average score will range from one to four.

6. Lower scores (1 and 2) suggest a positive attitude to reading. Higher scores (3 and 4) suggest a more negative attitude. Once all the scores have been calculated, look at the individual profiles and then the class profile as a whole.

7. Insert the individual scores alongside the reading comprehension pre-test scores. Study the correlation between the two scores. You may find reasons to explain student performance. This will help you to counsel and to create individual reading instruction plans.

8. Note down your observations. You may wish to share some of these with the student or his or her parents/guardians/other teachers.

Activity 2

When we read in a language in which our literacy skills are well developed, we do not have to struggle with the words on the page because we read quickly and effortlessly.

This activity should make students compare their reading skills in the language they are competent in (usually the home language) with their skills in English. By reflecting on the strategies they use to read in each language, the students will become aware of their reading errors, if any. This will then enable them to use counter-strategies to overcome them.

To begin the activity, divide the students into small groups and have them brainstorm on the following points:

• Which language they like to read in.

• Why they can read better in that language (you could prompt them to think about their familiarity with spellings and pronunciation of words, etc.).

• Whether they read in English with the same ease.

• The differences they can identify in their reading habits in these two languages.

The discussion and feedback on this task should include some of the following reasons why we read better in a language other than English: familiarity with spellings and pronunciation (so we do not have to stop and spell out any long word to understand it); and familiarity with the meanings of words as well as the places and the events referred to in the book, and so on.

Now give the students a short passage to read from an interesting book or magazine, which is just a little challenging for them, or use the sample passage in Resource 2. Tell them to note down their starting time and finishing time. Announce that this exercise is to find the fastest reader in the class, but that not only should they read fast, they should also read with understanding and be able to answer the questions you will ask them on the passage (Resource 2). This will ensure that they do not merely pretend to read.

As they read, notice the following reading errors:

1. Vocalisation: murmuring and pronouncing the words as they read.

2. Pointing: using their fingers to point to each word as they read.

3. Eye span: reading one word at a time, rather than in sense groups (see Unit 2).

4. Regression: going back to the beginning of each previous line.

5. Skipping words: ignoring and moving over words that look difficult to spell or are unfamiliar.

After they finish reading, bring to their notice how people who read silently, without vocalising or pointing with a finger, can read with speed. Have them reflect on whether they had to go back to the previous line, or skipped reading certain words.

Now have them read the passage again (timing themselves again), consciously avoiding these errors. This time, put the students in groups and have one of them monitor the others’ reading habits.

You can then have them repeat this exercise (with different passages) over several sessions, and ask them to note down their timings again at the end of that period. When the students find an increase in their reading speed, they will realise that they have managed to overcome their reading errors and will be far more motivated to read.

Activity 3

Often students do not like to read because their previous experiences of reading have been unpleasant and frustrating. They may have problems recognising letter-sound correspondences, experience confusion caused by homophones, be unfamiliar with different meanings of a word and so on.

The gap between their actual performance in reading and the expectations placed on JSS students can soon become so wide that they give up reading altogether.

This activity aims to help you build your students’ motivation to read by preparing them for the reading process. Students with poor reading skills (like the ones mentioned above and in Activity 1) can be motivated to read if they can anticipate what they are going to read. Anticipation is a pre-reading skill that helps readers focus on the content even before they actually begin the reading process.

For this activity, give the students, working in pairs, the following topics and ask them to guess what they will read in the passage. Ask each student in each pair to write at least two anticipation questions on each topic.

1. India: A Nation with Unity in Diversity

2. Inside a Science Museum

3. Deforestation: Effective Measures

An example of anticipation questions for the first two topics would be:

1. Is this passage going to talk about religion?

2. Are there dinosaurs in a science museum?

As you will notice in Resource 3, the first passage does not address the first question, while the second passage does mention dinosaurs. It is not important if the passage we read has the answers to all our questions, but it is important that we read the passage with more interest and attention while looking for the answers.

Now play the audio clip of the first part of each passage, or read out the transcripts in Resource 3, and let the students see if they guessed correctly. Even if they guessed wrongly, point out that they listened to the passage with more interest and attention than usual because they had a reason for listening. Even if they did not understand a few words in the passages, this did not stop them from listening actively till the end. This is how anticipating the content helps people read faster, and with better understanding.

Now have the students practise the skill of anticipating by working on a passage from any of their English language textbooks. Have them note down the start and end times for each passage. Their reading speed and comprehension are bound to improve after practising a few times. Ask them to try using the same strategy while reading other subject textbooks as this skill will be useful in comprehending any text.

Summary

In this unit we tried to make you aware of some common problems associated with reading, and how certain reading challenges cause children to lose the motivation to read. We also saw how important it is to make students aware of their reading habits, and what strategies we can use to help them overcome their reading challenges. The activities in this unit can also help students develop their reading efficiency across the curriculum.

Reflection

• What are the most common reading challenges you have noticed in your students? Do you think their comprehension will improve if they follow the strategies given in this unit?

• What are some of the challenges/problems you may have to face in making students practise their reading skills in the class? How will you overcome these challenges?

• What are some of the weaknesses in the suggestions made in this unit?

Assessment

• Talk to one or two colleagues and find out if they share your views on the students’ reading skills. Suggest some ways in which you can jointly involve students in activities that will improve their comprehension and reading speed.

• Do your students read faster and with better understanding when they are reading storybooks? Can you think of any reasons for this difference?

STUDENT QUESTIONNAIRE

Yes

Always

No

Never

READ AND RATE EACH QUESTION HONESTLY AND QUICKLY CIRCLE YOUR CHOICE

1

2

3

4

Section I: Think about your past experience with reading.

I did well in reading last year

1

2

3

4

I like to read books that make me think

1

2

3

4

I like having the teacher say I read well

1

2

3

4

I visit the library with my family

1

2

3

4

I like to read on rainy Saturdays

1

2

3

4

I remember family members reading to me

1

2

3

4

Section II: Think about people you know who read.

Members of my family like to read

1

2

3

4

I know people who can help me with my reading

1

2

3

4

My brothers and sisters sometimes read to me

1

2

3

4

My friends like to read

1

2

3

4

My friends and I like to share books

1

2

3

4

I talk to my friends about what I am reading

1

2

3

4

Section III: Think about reading. How useful is it?

I can learn a lot from reading

1

2

3

4

I have favourite subjects that I like to read about

1

2

3

4

I read to learn new information about topics of interest

1

2

3

4

I like to read new things

1

2

3

4

I can use my reading to help me with schoolwork

1

2

3

4

I sometimes read to my parents

1

2

3

4

Resource 2

At the hotel, the guy in a smart uniform standing at the front desk gave Jaydeep the letter. It was in a sloping hand, typical of a girl’s handwriting, and said, “I met an interesting guy who dances all day. First, they called him the king of dance. When he didn’t stop, they built a temple for him.” It also had the name of a hotel.

Jaydeep’s excitement grew. He was closing in, drawing nearer and nearer to his goal. He wasn’t sure why he was doing this, wasting two valuable weeks of vacation, but he felt he had to follow his instincts. Like a police sniffer dog that cannot be taken away from the culprit, Jaydeep felt he was powerless to return.

At 6:30 in the evening, as the sun went down in an orange ball over the sea, Jaydeep walked to the Shore Temple. The path was lined with tiny stalls that sold seashells, souvenirs, prayer beads, incense sticks and other articles of worship. Would she be there, waiting to see if he would follow her? Perhaps his decision to come was not such a bad decision after all. Maybe she would agree to have dinner with him... maybe she would agree to be his wife... maybe... Jaydeep stopped with a start. There she was, her long black hair swinging from side to side as she walked along the shore.

Questions:

1. Did Jaydeep come to the place as a tourist to look at temples?

2. How did he know the girl was here?

3. What things did the shop sell?

4. Did he see the girl?

Resource 3

A nation with unity in diversity

India is divided into 28 states, which have their own governments, and seven union territories. Each state is unique, with its own language, traditions and cultures. People from all these states and union territories have an official language, which is usually the home language of most of the citizens of that state, and many other languages and dialects. People of different states look different, and have very different festivals, customs and traditions.

Interestingly, however, people still share a feeling of belonging to one country — India or Hindustan. They share their history of the freedom struggle, and consider Mahatma Gandhi as the Father of the Nation. Indians across different states celebrate certain festivals like Diwali — the festival of lights — and Holi — the festival of colours — and many states celebrate the harvest and coming of the new year in April. Although people belonging to different states speak different home languages, almost everyone knows English and Hindi, and can therefore communicate with one another.

Inside a science museum

Last year we had an excursion to the Science Museum in our capital city. You can’t imagine what we saw there! It was truly the most memorable day of my life. I really didn’t know you could learn so much about science and the history of our scientific development! Our guide took us around the museum, and showed us many different scientific collections. We saw different kinds of aircraft, weapons of war, older models of radios and televisions, and other fascinating machinery. They even had a huge dinosaur skeleton, and a robotic dinosaur which opened its large jaws very wide, shook its head and screamed! I was really frightened when I heard it scream — it sounded so natural! I also loved the section on rare butterflies and other insects. Then there was the snake collection and the huge aquarium which had at least 30 different kinds of sea fish.

Deforestation: Effective measures

Deforestation refers to the cutting down of trees in a forest and using the area for commercial activities. Deforestation is one of the biggest reasons for the increase in pollution, global warming and soil erosion in modern times. Because of the rapid growth of population, people across the world are thoughtlessly cutting down forests to make space for houses. Although deforestation is considered illegal in many countries, it has not stopped people from breaking the law, because timber (that is, wood from trees) is very valuable and people who sell timber make a lot of money.

Deforestation has dangerous consequences. When we cut down trees, we make the soil loose. The roots of trees hold the soil firmly, and this prevents the soil from being washed away during heavy rains. When the soil becomes loose, it is easily carried away, and all the important minerals contained in the soil also get washed away. This leaves the soil infertile. When floods come, the rains take away the soil, and the force of the water easily carries away with it people’s houses, crops, animals and their means of livelihood.

Video

Resource files

See in the enclosed DVD a video recording of the activities:

• Scripts\Module3\Unit1\Activity3\Resource3\Video\India_A_Nation_With_Unity_In_Diversity.mp4

• Scripts\Module3\Unit1\Activity3\Resource3\Inside_A_Science_Museum.mp4

• Scripts\Module 3\Unit 1\Activity 3\Resource3\Deforestation.mp4

Feedback

Question: What do I do if half of my class reads poorly and the other half does not have much of a reading problem? Sometimes it is difficult to give individual attention to all my students, especially in large classes. How do I handle this problem?

Answer: This is a common problem, and one way you can handle it is by pairing the stronger students with the poorer ones, and having the stronger ones help the others. You can, for instance, have the stronger students read the passage aloud to their partners, so that they learn to pronounce the unfamiliar words. Or they can monitor the way the poorer students read and help them discover their reading defects, and so on. Having students work in pairs and groups also helps you manage large classes better. You can go round and watch the students work, and then address their problems when you give feedback. This way, they will receive individual attention, and common problems can be addressed efficiently, thus saving you time.