Education of the republic of uzbekistan termez state university foreign philology faculty the department of english language and literature

The subject matter of the course paper is how to use sustained silent reading methods in EFL classes.
The object of the research work is using sustained silent reading startegies during classes.
The actuality of the course work is determined by the necessity of using different methods sustained silent reading. The analysis will be used to achieve the aim and tasks putforward in this coursework.
The main aim of this work is to study using interactive forms of teaching sustained silent reading methods in EFL classes.
The structure of the course paper consists of introduction, three chapters, conclusion and reference.

1. Theoretical Aspects and Applications of Sustained Silent Reading in the ESP Class
Reading is the most frequently mentioned complaint amongst individuals with decreased vision. Many activities of daily living rely on reading, making it an important requirement for independent living, and a highly valued visual ability. As a result, treatments to restore or rehabilitate visual loss frequently have reading ability as a primary goal. Direct tests of reading speed offer an objective method for evaluating the severity of disease and/or the efficacy of ophthalmic care or rehabilitation. Several tests of reading speed have been described toward this end, including the MNRead chart, the International Reading Speed Texts. However, all these tests involve reading of short segments of text out loud, which does not represent how the large majority of our reading normally occurs. Sustained silent reading (SSR) is a form of school-based recreational reading, or free voluntary reading, where students read silently in a designated time period every day, with the underlying assumption being that students learn to read by reading constantly.
While classroom implementation of SSR is fairly widespread, some detractors note that the data showcasing SSR’s effectiveness is shaky at best, and that SSR alone does not craft proficient readers. Despite this, many maintain that successful models of SSR typically allow students to select their own books and do not require testing for comprehension or book reports. Schools have implemented SSR under a variety of names. Nearly all reading tasks, particularly among individuals with normal vision or mild-to-moderate vision loss, involve reading silently over a sustained period. Indeed, sustained silent reading is essential for numerous tasks, including reading a book, working on a computer, answering email, and handling post mail. Sustained silent reading is also a prerequisite for many types of employment, and is a frequent clinical complaint in conditions such as dry eye, glaucoma, and computer vision syndrome. However, to our knowledge, no standardized test exists to measure the impact of vision on sustained silent reading. Furthermore, the extent to which current tests of out loud reading speed capture the impact of vision loss on sustained silent reading is unclear. Several challenges exist in constructing a test of sustained silent reading. While reading material is ubiquitous, the material should be of a standardized grade level. Additionally, assessing comprehension may be important to ensure that individuals are reading the material, and not simply skimming over it. Finally, a test of sustained silent reading will, by definition, require greater time for administration, though the requisite time necessary to accurately measure sustained silent speeds or changes in speed over time is unclear. In the current study, it is described the creation and validation of a standardized test designed to evaluate silent reading over a sustained period of time. We examine how reading performance on this test compares with previously developed tests of out loud reading, and explore the importance of reading comprehension. In our companion paper, we evaluate the impact of glaucoma on traditional tests of short duration out loud reading speed and sustained sil¹ent reading. The classroom use of independent reading primarily grew out of concerns for students’ reading achievements. Various studies have indicated that engagement in Sustained Silent Reading SSR improves not only students’ reading skills but also their attitude towards reading itself, an activity that many rarely associate with pleasure. SSR is a programme based on the belief that self-selection, among other factors, motivates learners to read with interest and works towards helping them feel that reading is an oasis rather than a burden. In turn, this produced other benefits; beyond improving students’ attitude towards reading, silent reading programmes have also helped learners in terms of spelling, writing and vocabulary gains, as well as in developing their reading speed and reading comprehension skills.
Although evidently advantageous to language learners, effective implementation of an SSR programme still depends largely on the discernments of those who stand to benefit the most from it. Reading is not a passive activity. Your body position has much to do with your level of engagement with the text. Reading in bed is wonderful for putting you to sleep, but the prone position is not conducive to engaging your mind with a textbook or article. Sit up straight in a straight-backed chair at a desk or table with good lighting and keep your feet flat on the floor. Place two hands on the reading. Not perfectly comfortable? Good! Reading is not supposed to be relaxing; it is supposed to be stimulating. Establish a purpose for your reading, and be realistic and honest with yourself. Not everything should be read with the same reading mindset. Are you reading the article just to tell yourself or others that you did so? Are you reading it to pass a test, to be able to talk at a surface level about the subject, or for in-depth understanding? Improving concentration. First of all, find a quiet room. Anything competing with full concentration reduces reading speed and reading comprehension. Consciously divest yourself from the thousand other things that you need to or would rather be doing. Good reading does not involve multi-tasking. Stop taking mental vacations during your reading. For example, never allow yourself a pause at the end of a page or chapter—read on! Minimize daydreaming by keeping personal connections to the text centered on the content. Cue yourself you quickly return to the text when your mind first begins wandering. Begin with short, uninterrupted reading sessions with fully concentration and gradually increase the length of your sessions until you can read for, say 30 minutes. Rome wasn’t built in a day and your reading attention span will take time to improve. Take a short, pre-planned break away from your reading area after a reading session. Don’t read something else during your break. Improving reading rhythm. The reading pace should be hurried, but consistent. This does not preclude the need to vary your reading speed, according to the demands of the text, or the need to re-read certain sections. But, do not read in a herky-jerky fashion. Use your dominant hand to pace your reading. Keep three fingers together and pace your reading underneath each line. Move your hand at a consistent, but hurried rate. Intentionally, but only briefly, slow down when reading comprehension decreases. Using the hand prevents re-reading or skipping lines and also improves comprehension. Shortening the stroke of the hand across the page, after practice, will also help expand peripheral vision and improve eye movement.
Improving eye movement. Reading research tells us that good readers have fewer eye fixations per line. When the eyes move from fixation to fixation, there is little reading comprehension. So, focus on the center of the page and use your peripheral vision to view words to the left and right when you are reading columnar text, such as newspapers, articles, etc. Focus one-third of the way into the text line, then two-thirds of the way, for book text. Again, you may need to work up to these guidelines by adding on an additional fixation point, until you can read comfortably. Improving interactivity. Good silent reading comprehension is always a two-way conversation between author and reader. The text was written by a person so personalize their reading by treating the reading as a dialogue. This mental conversation improves concentration and comprehension. The readers should prompt to converse by challenging the author with How? and Why? questions. Ask What Do You Mean? Make predictions as to where the plot if narrative, or argument if persuasive, or sequence if expository will lead. Make connections to other parts of the text or outside of the text.