2017م - 1444هـ
Reading and elementary learners

Sue Leather, Freelance trainer and writer



One of the key issues I've noticed in getting my elementary learners to read is that of self-confidence. When confronted with a reading text, particularly one that's authentic, or semi-authentic, it's easy for them to think; 'I haven't got enough grammar or vocabulary' or 'I can't read English.' There's then a danger that I tune into their fears and give them material which is easy but boring.

If we address this central issue of confidence by using the classroom techniques discussed below, we can help our students to 'attack text' in a way which will help them to become better readers. This article, then, is not so much about what I give elementary learners to read, but how I ask them to do it and the principles underlying those ideas.

• Encouraging learners to help each other to construct meaning

• Levelling the task appropriately so that it's achievable

• Teaching, not testing



Encouraging learners to help each other to construct meaning

I want to look at each of these principles with a view to the pre-reading stage and the reading task (comprehension) stage.

Pre-reading

The key to really building learners' confidence in reading is to prepare them effectively to read. This means 'warming them up', engaging their interest in the subject of the reading text, but also pre-teaching the words they will need to really understand and enjoy the text. Her are some things I do with learners in groups or pairs before they read the text itself.