How to teach reading to the Net Generation Children: How to teach reading for those who do not want to read
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The present research consists of 45 pages, 4 chapters, 5 subchapters, 6 tables, 6 figures and 6 appendices. The author of the paper has analysed different kinds of literature, such as scientific research and publications, scientific and course books referred to the teaching reading methods and the best approaches. In his practical part of this research the author has tried to implement the most effective methods and approaches into practise. All the author s successes and failures are described, analysed and taken into consideration in this research.The author of the paper has chosen teaching ...
The present research consists of 45 pages, 4 chapters, 5 subchapters, 6 tables, 6 figures and 6 appendices. The author of the paper has analysed different kinds of literature, such as scientific research and publications, scientific and course books referred to the teaching reading methods and the best approaches. In his practical part of this research the author has tried to implement the most effective methods and approaches into practise. All the author s successes and failures are described, analysed and taken into consideration in this research.
The author of the paper has chosen teaching reading topic because he discovered evident contradiction between a comparatively great number of English lessons: qualitative course books on one hand, and apparently poor reading skills on the other hand in elementary school. The main, positive conclusion of the research is that variations of teaching methods considerably improve reading skills, but this regularity does not always apply to the children that are having different psychological problems like shyness, diffidence, fear. At the same time a poor ability to make conclusion and poor vocabulary is the main cause of weak language comprehension and lacking reading skills
The author of the paper has chosen teaching reading topic because he discovered evident contradiction between a comparatively great number of English lessons: qualitative course books on one hand, and apparently poor reading skills on the other hand in elementary school. The main, positive conclusion of the research is that variations of teaching methods considerably improve reading skills, but this regularity does not always apply to the children that are having different psychological problems like shyness, diffidence, fear. At the same time a poor ability to make conclusion and poor vocabulary is the main cause of weak language comprehension and lacking reading skills
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