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The Difficulty of Teaching
Reading Has Been Underestimated
Teaching reading is a task for an expert. Learning how to read is not as easy as what most people would think. For many children, it requires effort and progressive skill development. Moreover, teaching reading requires knowledge developed through years of professional and in depth training. Teachers are required to be qualified in teaching reading. Children’s interest in reading must be prompted through regular exposure to interesting books and through discussions in which students answer to many kinds of texts.
It is most effective if the teacher facilitates reading through direct, systematic, and explicit understanding of words in print, all the while keeping in mind the ultimate purpose of reading, which is to learn, enjoy, and understand. To accommodate children’s variability, the teacher must treat one as an individual with different paces and needs in learning. She must interpret mistakes, give corrective feedback, select examples to clearly show the concepts and explain new ideas in many different ways. And one cannot achieve expertise in this field by enrolling in just a few courses.
Although reading is the cornerstone of academic success, a single course in reading methods is often all that is offered to teachers. The need for competent reading instruction and the training experiences needed to learn it is unfortunately unavailable to many. Many universities and other learning institutions have undermined this issue and the consequences for teachers and students alike have been devastating.
Even if a course is considered well taught, it will never be enough to cover the complexity of this topic. Without intense knowledge and deep understanding, the specific ways and strategies} of delivering lessons cannot be acquired let alone knowledge of language, reading psychology, children’s literary books, or the management of a reading program based on assessment.
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