Preparation and evaluation of reading materials for grades V and VI

Abstract

INTRODUCTION Reading comes close to being the basis of man's civilization. People who cannot read will not progress far in society, nor can they become effective citizens. Consequently, teaching the child to read has been the primary concern of all elementary schools. The present concept of education is that until the child can read, he cannot become educated. If he is handicapped in reading, he will not be able to meet his needs in and out of the school. Such an importance is accorded to reading that it is very much a part of learning any subject. Every concerned reading teacher has to make conscious efforts to improve the reading abilities of her pupils in order to promote the pupil's welfare as well as to strengthen their values. Basically, good reading, which requires good thinking, must be enhanced. The desire to read must be developed. Emphasis on reading guidance demands that focus should not be on arbitrary teacher direction but more specifically on arousing pupil desire, on releasing pupil energy, and on enhancing pupil self-direction. This approach calls for pupils' voluntary effort, Thus, if learning is to take place, the teacher should lead and not coerce. THE PROBLEM Success in teaching reading demands the maximization of the use of better prepared and appropriate instructional materials. Such reading materials should be characterized by familiarity and meaningfulness. As stated by McCollough, books with ideas familiar and interesting will be more successful tools than books which deal with ideas unfamiliar and uninteresting to the children's point of view. With the end in view of helping the Division of Cadiz City produce good readers through the enhancement of the reading program activities, the researcher deemed it essential to work on the preparation and evaluation of reading materials.