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Reading is an important part of successful language acquisition. Motivating young learners to learn English through stories at an early age provides them the opportunity to widen their horizons and stimulate their early enthusiasm and enhance their awareness of the rich use of English. Stories are unquestionably a significant part of children’s
This paper explores reading for pleasure1, its importance, and its impact on literacy attainment and other outcomes. Reading is an important gateway to personal development, and to social, economic and civic life (Holden, 2004). It allows us to learn “about other people, about history and social studies, the langue arts, science,
pleasure of reading. Sage (1987: 48) says ‘’A good story is a joy’’. For Northedge (2003: 174), stories are excellent vehicles in teaching. By this way the habit of reading is acquired and this helps to the improvement of all other academic fields or lessons. Secondly, the integration of literary works improves the students’ cultural
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.
Teachers often fail to realize the importance of story book reading. Stories should be a part of the everyday routine, especially in the primary grades. Finally, teachers should develop a home-school connection that encourages and communicates the importance of reading to children at home. (Contains six references.) (RS)
ng atmosphere for EFL learners to better improve their reading and writing skills. Short stories s. rve quite effectively to improve learners’ reading skills and vocabulary knowledge. For example, a study conducted by Lao and Krashen (2000) at a university in Hong Kong found that students who read short stories sh.
the method of telling the story most frequently used by the teachers was “By reading from the story-tale book”, and the method they used the least was the telling with the “Shadow puppet”. When looking at the level of children's understanding of stories, it was determined that the most effective method was the method of telling
Phonics instruction is most effective when it begins in kindergarten or first grade. To be effective with young learners, systematic instruction must be designed appropriately and taught carefully. It should include teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships.
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