Reading is most complex process, requiring very specialized skills on the part of the reader.[1] Click on any of the reading strategies below to access ideas and resources for using this strategy in your classroom.

This reading strategy process is expected according to Jeremi Harmer, like :

a. Organizer : We need to tell students exactly what their reading purpose is, give them clear instructions about how to achieve it and explain how long they have to do this.

b. Observer : When we ask students to read on their own, we need to give them space to do so. This means restraining ourselves from interrupting that reading, even thought the temptation may be to add more information or instruction .

c. Feedback Organizer : When our students have completed the task we can lead a feedback session to check that they have completed is successfully. We may start by having them compare their answers in pairs and then ask for answers from the class in general or from pairs in particular. Students often appreciate giving paired answers like this since, by sharing their knowledge, they are also sharing their responsibility for the answers.

d. Prompter : When students have read a text, we can prompt them to notice language features within it. We may also, as controllers, direct them to certain features of text construction, clarifying ambiguities and making them aware of issues of text structure which they had not come across previously.

e. Time Limit : We can give a time limit of, say, five minutes for vocabulary enquiry, whether this involves dictionary use, language corpus searches or questions to the teacher.

f. Word / Phrase limit : We can say that we will only answers questions about five or eight words or phrases.

g. Meaning Consensus : we can get students to work together to search for and find word meanings. To start the procedure, individual students write down three to five word from the text they most want to know the meaning of. When they have each done this, they share their list with another student and come up with a new joint list of only five words. This means they will probably have to discuss which words to leave out.


The using this strategy is for increasing students enthusiast and motivation in reading and to understanding text with effective and efesien.



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[1] Emerald r, Dechant and Henry P. Smith, Psychology in Teaching Reading, (New Jursey: Prentice-Hall, 1977),p. 8.