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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