Reading with Ease

One of the greatest challeneges facing teachers all over the world is getting their students to read. I always tell my students that there is nobody that can be called a dullard. There are lazy brilliant students and there are hard working brilliant students. Students ability to read starts with their interest in what they want to read. Most students have the problem of reading when they miss the basics involved in the alphabet.

The teacher must be sure of what he wants to teach or how he intends to take the pupils through he various stages of reading. The teacher that sees the students as lazy would fumble somewhere in the middle of the lesson because the thought will affect the way he will teach the class.

There is no student that does not like reading or does not desire the ability to be able to read on ther own. All they need is the little incentive the teacher can give them, that little push or urge can take them a long way even without the teacher having to do much.

The teacher should understand the student well. He must be able to determine whether or not the student can identify the letters of the alphabet. This is the basic, when they miss this, the whole idea is lost. The teacher should watch out for the letters that gives the student any kind of problem, be it identification or pronunciation.

The vowels are easy to identify becuse they are not much and they can be fun to learn and to teach. They have 20 sounds and each sound is unique but can be confusing to the student, thus the need to take the like ones first. The teacher can start with the words that has the short vowel sounds and LEAD not make the student to porounce. E.g, BIT, HAT, KEG, BULL, BONE. All these are simple and easy to pronounce. Give the student enough room for mistakes so that they can correct themselves. When they make it, they learn from it so that when they see the same thing anywhere, they will caution themselves.

Then go with the consonants, take them through each one and the various position of the tongue, teeth, the vibration in the throat and everything. When the pupils see these demonstrations, they will get curious and would want to practice more on their own. You tell a pupil that her throats vibrates when she pronounces “M”. She will get curious. She will start thinking of words that has that letter and starts pronouning to see if her throat will actually vibrate. This brings some kind of excitement. She’ll want to tell others, thus practise more words on her own with the help of her friends.

Reading is fun. Teachers should take it easy when they teach it beauces when it’s not done right, the pupil will loose the interest and tis will make it more difficult for the teacher. The teacher should start from the simplest to the complex. The student should be taught how to take words apart when they come across new and difficult words.

Take the word FREQUENTLY. This mat be too much for a four year old. The teacher can simply lead him to take it four words a time. FRE-QUE-N-TLY. When he pronounces the FRE, then he goes to the QUE then to the N and the TLY. Merging them as slowly as possible will make the word easier to ponounce. I always tell my pupils, when they see any difficult word, they should just take it apart. When they finish and it does not make sense, they try again and againg until it does, that is until the wotd actually rings a bell.

It is as easy as one simple word at a time.