Group MembersShukria Roll # 912Aatika Naeem Roll # 913Shoaib Ahmed Roll # 914Farhat Munir Roll # 915Waqas Ahmed Chatta Roll # 916

Waqas Ahmed Chatta

Factors Influencin

g Acquisitio

n of Reading Ability

Intelligence

Motivation

Language Facility

Interest

Auditory Discrimination

Visual Discrimination

Motor-Ocular Discrimination Attitude

of/toward1. Parents2. Siblings3. Teachers4. Peers

Home BackgroundTeaching Strategies1. Vocabulary2. Comprehensio

n3. Literary

Appreciation4. Study Skills

Factors Influencing Reading Ability

Reading ProblemsReading DeficiencyReading RetardationReading DisabilityUnderachiever in ReadingDyslexiaPrimary Reading RetardationSecondary Reading Retardation

Aatika Naeem

Shoaib Ahmed

Farhat Munir

Some teachers complain that most students are not able to understand what they read.

Reasons why students don`t understand text reading:-- Students hate to read, they only read the required textbook in order to be able to set for the achievement routine exams. - students lacked motivation to read, even if they read, they show negative attitudes. - For most of the learners, reading is an extremely difficult task

Pre-reading activities

Schema buildingSkimmingIdentifying genreLearning

vocabulary

Activities while readingKeeping questions in mindTaking notesUnderliningMonitoring comprehensionDeveloping fluency

Post-reading activities

ComprehensionCritical analysis

and evaluationSummarizingTask-based output

Activity 1: Write and draw on 

Writing and drawing help the students to become a better reader. Some students love to be creative when it comes to drawing, and illustrations add visual imagery to stories.

Activity 2: Attract students attention by their interests.

Let the students read books that have famous cartoon characters in it or let them read about the video games the play.

Vocabulary games Playing this kind of games help students to learn

new word which will improve their reading skills.

Activity 4:

Assign a small, interesting book to students every day/week/month, and the students get to choose their book individually. At the end of the time chosen by you AND the students, the students tell their classmates the summary of the story/book. You should emphasis to the students not to take this as a Homework, but to make it interesting to them.

BIBLIOGRAPHY Brown, H. Douglas. ( 1994). Teaching by

Principles: An Approach to Language Pedagogy. 2nd ed. New Jersey, USA: Prentice Hall.

  Macceca, S. (2007). Reading Stategies

for Science. Huntington Beach, USA: Shell Education.

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