‘Top ten’ principles for teaching reading
Ray Williams
ELT Journal Volume 40/1 January 1986 © Oxford University Press 1986
"…
The following are my ‘top ten’ principles:
- In the absence of interesting texts, very little is possible.
- The primary activity of a reading lesson should be learners reading texts—not listening to the teacher, not reading comprehension questions, not writing answers to comprehension questions, not discussing the content of the text.
- Growth in language ability is an essential part of the development of reading ability.
- Classroom procedure should reflect the purposeful, task-based, interactive nature of real reading.
- Teachers must learn to be quiet: all too often, teachers interfere with and so impede their learners’ reading development by being too dominant and by talking too much.
- Exercise-types should, as far as possible, approximate to cognitive reality.
- A learner will not become a proficient reader simply by attending a reading course or working through a reading textbook.
- A reader contributes meaning to a text.
- Progress in reading requires learners to use their ears, as well as their eyes.
- Using a text does not necessarily equal teaching reading."
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