gn="justify"> (Malderez 1999:134). Skills in reading depend on the efficient interaction between linguistic knowledge and knowledge of the world.texts also provides opportunities to study language: vocabulary, grammar, punctuation, models for English writing.
2. Developing reading skills and strategies
students who are literate in their own language sometimes are left to their own devices when it comes to teaching them reading skills. They will simply learn good reading by absorption. In reality, there is much to be gained by focusing on reading skills. It is generally recognized that the efficient reader versed in ways of interacting with various types of texts, is flexible, and chooses appropriate reading strategies depending on a particular text in question. The reader has to match reading skill to reading purpose.can differ between reading aloud and silent reading. Reading aloud is not appropriate for advanced students. We can use it when we have control reading. At the advanced level the most suitable is silent reading. Sustained silent reading allows students to develop a sense of fluency. Also silent reading can help the students to increase the speed of their reading. Reading speed is usually not much of an issue for all but the most advanced students.is now generally accepted that reading is not the careful recognation and comprehension of each word on the page in sequence. A good reader use a minimum of clues from the text to reconstruct the writer s message. It is not difficult for the fluent reader to read the text with missing words. Experiments have shown that sometimes readers are not even aware of these things. Their successful reading depends upon their ability to predict what comes next. We read, in sense, what we expect to read, using our knowledge of language and our knowledge of the topic to predict to a large degree what comes next and so move on quickly [15, p.144]. Advanced readers possess many different skills which they apply actively to the reading of the text:
- they predict from syntactic and semantic clues the words;
- they read in phrases, not in single words and actually skip over words if these are not needed for general understanding;
- they learn to read between the lines and working on the meaning of the text at different levels, understanding information, making inferences and critically evaluating ideas;
- they guess the meaning of new words from contextual clues or by applying knowledge of how word...
