Preparation of speed and comprehension reading materials for grade V

Abstract

Using ideas gained from reading is essential to learning. If reading skills are to become functional, they must be applied to learning in all areas of the curriculum which demand reading of any type of material. Children need good general reading ability v/hen learning in other content areas. Their reading skills should be refined, broadened, and adapted in order to facilitate learning in these other areas of the curriculum. They must be made aware that each subject field tends to have its distinctive mode of thinking, which in turn, is often reflected in the style of writing. There is always a necessity of suiting the reading material to the reading level of the children in every content field, then. "The right material for the right child at the right time," is frequently quoted by educators. Gilbert maintains that the selection of good books or reading materials for a child requires a knowledge of a child's interests, his leading ability and maturity level, and a knowledge of the best books and materials to meet his interests. It is, likewise, the responsibility of the teacher to provide materials suitable to each pupil's reading needs and abilities. The materials should contain concepts within their spheres of understanding, should he written in a language not too far beyond the structure and vocabulary which they will find easy and familiar, should capture and hold their interests, and should be meaningful for them to read. In addition, the teacher should also realize that different reading materials make different kinds of demands upon the reader. A child's reading rate varies according to his interests, skills, and purposes in reading the particular material. The teacher's task is to assist the child in fitting appropriate rates to materials by giving them various types of materials and purposes and allowing them to try different rates, without leaving to chance the development of comprehension skill. Reading rate should not be considered separate from comprehension. To help children acquire reading-skills in reading different materials at different rates and to provide teachers with suitable and varied materials to facilitate pupils' acquisition of these reading skills at their own rate or capacity, this project has been undertaken. The writer hopes that the materials she prepared will help improve the quality of reading instruction in Region VI and, consequently, improve the pupil's achievement in reading.