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Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Storytelling is a means for sharing and interpreting experiences. Peter L. Berger says human life is narratively rooted, humans construct their lives and shape their world into homes in terms of these groundings and memories. Stories are universal in that they can bridge cultural, linguistic and age-related divides.
The short story is a crafted form in its own right. Short stories make use of plot, resonance and other dynamic components as in a novel, but typically to a lesser degree. While the short story is largely distinct from the novel or novella/short novel, authors generally draw from a common pool of literary techniques. [citation needed]
Reading is an integral part of academic affairs and it is equally important outside academic contexts. Apart from the essential linguistic requirements of the reading process (e.g. vocabulary and grammar), there are some so-called reading strategies that are attested to improve reading. Many articles and, indeed, whole books
Algeria. The ultimate purpose is to focus on bridging the gap between reading short stories and writing. Furthermore, the research reveals the significance of literary texts as authentic materials that reinforce teaching reading-writing skills, and develop the students’ thinking skills.
In particular, story time is a natural context for alerting children to story structure, using graphic organizers, and asking skillful questions. This article will discuss how these three strategies can build in children some habits of the mind needed to understand stories that they hear, and that they will soon read for themselves.
Another comprehension strategy is a cloze procedure called the story frame. A story frame uses phrases such as: "This story begins when"; "and then"; "next"; "following that"; or, "the problem is solved when." Students add key phrases or clauses that summarize the story or highlight some important aspect of the story.
ad Yousef Ministry of Education, Egypt Yreham47@gmail.com April 2019AbstractThe aim of this paper is to. review the story grammar approach to teaching and learning EFL/ESL literature. The paper presents the different reasons and benefits of using litera. ure in EFL/ESL classrooms and the different approaches.
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