Reading Aloud in the Classroom
Students do not learn to read by reading aloud. A person who reads
aloud and comprehends the meaning of the text is coordinating word recognition
with comprehension and speaking and pronunciation ability in highly complex
ways. Students whose language skills are limited are not able to process at
this level, and end up having to drop one or more of the elements. Usually the
dropped element is comprehension, and reading aloud becomes word calling:
simply pronouncing a series of words without regard for the meaning they carry
individually and together. Word calling is not productive for the student who
is doing it, and it is boring for other students to listen to.
There are two ways to use reading aloud productively in the
language classroom. Read aloud to your students as they follow along silently.
You have the ability to use inflection and tone to help them hear what the text
is saying. Following along as you read will help students move from
word-by-word reading to reading in phrases and thought units, as they do in
their first language.
Use the "read and look up" technique. With this
technique, a student reads a phrase or sentence silently as many times as
necessary, then looks up (away from the text) and tells you what the phrase or
sentence says. This encourages students to read for ideas, rather than for word
recognition.
Assessing Reading Proficiency
Reading ability is very difficult to assess accurately. In the
communicative competence model, a student's reading level is the level at which
that student is able to use reading to accomplish communication goals. This
means that assessment of reading ability needs to be correlated with purposes
for reading.
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