9. Why is fluency development neglected in courses?

Fluency development is often neglected in courses, partly because teachers and learners feel that they should always be learning something new. Fluency development involves making the best use of what is already known. The reading material needs to be well within the learners’ level of proficiency. There should be little or no unknown vocabulary or grammatical features in the speed reading texts.

9. How can teachers develop their students’ fluency in reading?

The reading material needs to be well within the learners’ level of proficiency. Thereshouldbelittle or no unknown vocabulary or grammatical features in the speed reading texts. This can be monitored and encouraged through the use of extensive reading and issue logs. Fluency develops when complex activities like reading are made less complex by the fluent mastery of some of the subskills involved in the activity, e.g. 4/3/2 speaking activity.

1.“the well-beaten path” and the 4/3/2 activity is an example of this. Repetition message

2.“the rich and varied map”. In such activities, the learners do things which differ slightly from each other but which draw on the same kind of knowledge. A good example of this is easy extensive reading where learners read lots of graded readers at the same level. The first condition needed for a fluency development activity is that the learners should be focused on the message. The second condition needed is that the material should be easy.

3. pressure to perform at a faster than normal speed. In the repeated reading activity the repetition provides this encouragement.

4.quantity of practice.

9. In what way is pre-reading discussion and activities important?

Guided reading can be done silently or with a child reading aloud to a friend, parent or teacher. Before the reading the learner and teacher talk about the book. pre-reading discussion resulted in a greater percentage of words initially correct, and a greater percentage of errors self-corrected. The teacher and the learner look at the title of the book and make sure that all the words in the title are known. Then they talk about the pictures in the story and make predictions about what might happen in the story and talk about any knowledge the learner already has about the topic. Important words in the story are talked about but need not be pointed to in their written form. So, before the learner actually starts to read the story, the ideas and important words in the story are talked about and clarified. Then the learner begins to read.

9. What is the difference between intensive and extensive reading? What are their goals?

Extensive reading – Rapid reading to get an overall understanding of the matter.

When we read for the pure pleasure of reading, it is known as “extensive” reading. However, it should not be given less priority, because it is extensive reading. It is enjoyable, as well as informative. Here, we practice rapid reading to get a global/overall understanding of the matter.

Goal: to get students to read as much as can be reasonably expected and, hopefully, to enjoy doing so