This essay intends to search for ways of enhancing reading ability and reading habit by helping readers to read interestingly. For this, I have set three assumptions and deployed following programs. Firstly, I have introduced Assumption 1 - 'Motivating before reading helps readers to feel interested...
This essay intends to search for ways of enhancing reading ability and reading habit by helping readers to read interestingly. For this, I have set three assumptions and deployed following programs. Firstly, I have introduced Assumption 1 - 'Motivating before reading helps readers to feel interested and reach reading materials' and applied teaching how to choose reading materials and methods of 'Prediction Information Table', 'KLW Chart' and 'Questionnaires' for them. This kind of activity helps students make use of knowledge about issues or concepts learned from books and also aims to motivate curiosity or to bring emotions or responses on ideas or issues inside books before facing them. Secondly, I have brought Assumption 2 - 'Various methods step up understanding books at the cognizance stage' and applied to students teaching how to perceive contents and how to understand characters ,Teaching how to perceive contents adopts activities of 'Reading Quiz Contest', 'Crossword Puzzles', 'Find a way out of labyrinth' and 'Writing a parody poem'. Teaching how to find subjects adopts activities of 'Learning styles of how subject sentences are located','Completing subject sentences' and ' Treasure Hunt' and teaching how to make a summary adopts activities of 'Completing a summary','Putting a headline', 'Mind Map' and 'Find lies'. Teaching how to understand characters adopts activities of 'Looking into characters','Finding out relations between characters', ' Communicating with characters', 'Comparing characters and making them real' and 'Reviving characters'. It is assumed that these kind of activities lead students to better understanding books on the whole and characters and better perceiving intention of writers and further to advancing ability of understanding books through all those activities as mentioned. Lastly, I have built up the third assumption - 'Integrative activity after reading enhances synthetic ability and critic ability ' and so deploy guiding general responses through form changes and critical responses and enlarging responses as teaching methods. Guiding general responses through form changes is suggested by 'Expressing using pictures',' Creating theme songs ', ' Expressing in newspaper style', 'Dramatizing 'and 'Changing branches', and critical responses are suggested by Discussion and enlarging responses by 'Creating book advertisement 'and 'Comparing'. It is assumed that these kind of activities lead students to deeply think of ideas and issues from books and further to advancing ability of summarizing, analyzing and criticizing books and finally to reading between the lines. Additionally, students are guided depending on book styles before reading or while reading, while depending upon their preferences or tastes after reading. As for the results from the above, you can see what assumptions suggested above has brought out; I have found relatively meaningful changes from the comparison/analysis, that is to say, living with reading all the time seems to be come true - the ratio of reading books in one's leisure time has been increased and the quantity of reading has been also increased and above all general concept on reading has been set positively. Reading interests at home have been risen as well as satisfaction on reading instruction has been. It is also found desirable that students may have tried to generate atmosphere for reading internally and moreover it is found that activities before reading/while reading/after reading have been actively processed. It can be said that readers' interest in reading has been higher and higher and reading habit has been set positively as well. In conclusion, we can say that teaching strategy of reading courses has given following effects : Assumption 1 has an effect of guiding readers to be placed in reading environment with much more interests via motivating activities and so quantity and duration of reading have been increased. Assumption 2 has an effect of generating reading ability through reading strategically and looking into books actively. Assumption 3 has an effect of nourishing readers to have habit of internalizing the reading contents and to have critical ability and creativity by expressing what they have felt while reading in the integrative and various activities. It is expected that this study carries out its function by guiding readers into sound activities in their leisure time and sound reading habit and therefore helping them have meaningful experiences and understanding about life. Also, it is believed that reading ability achieved through this activity advances readers' studying ability.
This essay intends to search for ways of enhancing reading ability and reading habit by helping readers to read interestingly. For this, I have set three assumptions and deployed following programs. Firstly, I have introduced Assumption 1 - 'Motivating before reading helps readers to feel interested and reach reading materials' and applied teaching how to choose reading materials and methods of 'Prediction Information Table', 'KLW Chart' and 'Questionnaires' for them. This kind of activity helps students make use of knowledge about issues or concepts learned from books and also aims to motivate curiosity or to bring emotions or responses on ideas or issues inside books before facing them. Secondly, I have brought Assumption 2 - 'Various methods step up understanding books at the cognizance stage' and applied to students teaching how to perceive contents and how to understand characters ,Teaching how to perceive contents adopts activities of 'Reading Quiz Contest', 'Crossword Puzzles', 'Find a way out of labyrinth' and 'Writing a parody poem'. Teaching how to find subjects adopts activities of 'Learning styles of how subject sentences are located','Completing subject sentences' and ' Treasure Hunt' and teaching how to make a summary adopts activities of 'Completing a summary','Putting a headline', 'Mind Map' and 'Find lies'. Teaching how to understand characters adopts activities of 'Looking into characters','Finding out relations between characters', ' Communicating with characters', 'Comparing characters and making them real' and 'Reviving characters'. It is assumed that these kind of activities lead students to better understanding books on the whole and characters and better perceiving intention of writers and further to advancing ability of understanding books through all those activities as mentioned. Lastly, I have built up the third assumption - 'Integrative activity after reading enhances synthetic ability and critic ability ' and so deploy guiding general responses through form changes and critical responses and enlarging responses as teaching methods. Guiding general responses through form changes is suggested by 'Expressing using pictures',' Creating theme songs ', ' Expressing in newspaper style', 'Dramatizing 'and 'Changing branches', and critical responses are suggested by Discussion and enlarging responses by 'Creating book advertisement 'and 'Comparing'. It is assumed that these kind of activities lead students to deeply think of ideas and issues from books and further to advancing ability of summarizing, analyzing and criticizing books and finally to reading between the lines. Additionally, students are guided depending on book styles before reading or while reading, while depending upon their preferences or tastes after reading. As for the results from the above, you can see what assumptions suggested above has brought out; I have found relatively meaningful changes from the comparison/analysis, that is to say, living with reading all the time seems to be come true - the ratio of reading books in one's leisure time has been increased and the quantity of reading has been also increased and above all general concept on reading has been set positively. Reading interests at home have been risen as well as satisfaction on reading instruction has been. It is also found desirable that students may have tried to generate atmosphere for reading internally and moreover it is found that activities before reading/while reading/after reading have been actively processed. It can be said that readers' interest in reading has been higher and higher and reading habit has been set positively as well. In conclusion, we can say that teaching strategy of reading courses has given following effects : Assumption 1 has an effect of guiding readers to be placed in reading environment with much more interests via motivating activities and so quantity and duration of reading have been increased. Assumption 2 has an effect of generating reading ability through reading strategically and looking into books actively. Assumption 3 has an effect of nourishing readers to have habit of internalizing the reading contents and to have critical ability and creativity by expressing what they have felt while reading in the integrative and various activities. It is expected that this study carries out its function by guiding readers into sound activities in their leisure time and sound reading habit and therefore helping them have meaningful experiences and understanding about life. Also, it is believed that reading ability achieved through this activity advances readers' studying ability.
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