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

2. The use of sustained silent reading method
Reading education materials is one of the important early aspects in the process of learning and being educated. We do reading usually in two ways such as oral or loud reading and silent reading. Knowing the difference between oral and silent reading is vital to an individual’s educational lifetime.
Silent reading is sometimes considered as recreational reading or independent reading as in silent reading something is read in a relaxed mood and only a single individual remains concerned about it. Reading silently improves students’ understanding because it helps them concentrate on what they are reading, rather than the pronunciation of individual words. When we read silently, we can form mental pictures of the topic being read and discussed. Also, we do not need to read one word at a time. As teachers when you encourage your students to read silently, you are helping them develop the strategies they need for reading fast, and with better comprehension. This is called reading efficiency, and it will help your students to read any text with maximum attention to meaning. Silent reading also helps develop the skills of reading for a purpose, as the focus is on understanding the content without having the additional burden to pay attention to pronunciation. This is because silent reading helps students to focus their attention on the text, their increased concentration on the text is sustained until the entire text is read. This also helps students absorb ideas into their subconscious mind and then use them in their daily lives. Research has shown that reading ability is positively correlated with the extent to which students read recreationally. Educators are increasingly encouraging their students to read and write on their own. In 1994, 9-,13-and 17 –year old students who reported reading for fun at least once a week had higher average reading proficiency scores than students who reported never or hardly ever reading for fun.
Some teachers divide their classes into small groups, so that students can share their thoughts about the books they have read. Sometimes teachers provide a question that will serve as the focus of the group discussion. The discussion question might support the curriculum, focusing attention on the climax, or the author’s point of view, or some other element of literature that the teacher has introduced in class. In some classes teachers invite students to work in pairs. A pair of ‘reading friends might select a book to read together and talk about. Reading friends sometimes look back through a book together, retelling poignant, funny, or important parts said Lucy Calkins in an article in Instructor magazine. Some of the adverse problems experienced by oral readers include vocalization, reading aloud or with lip movement, excessive eye fixations meaning reading one word at a glance instead of whole phrases or thought units. In using SSR strategy, it also must be based on the curriculum which has a scientific approach.There are five activities in scientific approach that should be done by the teachers in the classroom. They are: observing, questioning, collecting information/experimenting, associating and communicating.a.ObservingIn the observing, the teachers show an example of factual report text that taken from a newspaper in order to lead the students about the material that will be learned. Then the teachers ask the students to observe the text. It is aimed to reactive students’ background knowledge about factual report text. b.Questioning In this stage, the students can ask several questions about what they have seen in observing stage. The students may ask everything’s related tothe newspaper that is seen before. The teacherhas a role to guide the students while asking some questions. Those questions can be the purpose, language features, generic structure and social function of factual report text. The teachers answer students’ questions by asking others opinion. Then, based on the students’ opinion, the teachers explain the answer to make it clear and avoid students’ uncertain about their friends’ answers. Collecting information/ ExperimentingIt is time for the students to collect the ideas about factual report by using SSR strategy. The teachers can begin USSR strategy and tell the students that they are going to read factual report text by using USSR strategy in order to improve their reading comprehension skill. Before practicing this strategy, the teachers also must explain about SSR strategy to the students, what and how to² apply it in the classroom and to tell them about the rules that students should follow; everyone including the teachers must select and read the material that they are interested about in the classroom silently; and interruptions are not allowed during the reading process. Thus, make sure that students already understand this strategy well before starting the reading period. After understanding about USSR strategy, the students choose a factual report text based on their interest topic that has been provided by the teachers. Then, they start to read silently about twenty minutes. It means that there is no interruption during reading time. The teachers also do the same thing with the students, read silently the text that has been selected after setting the time about twenty minutes in the timer. d.AssociatingIn this stage, the following-up activity will be conducted. The following-up activity that will be applied is group discussion. After having reading period, the students evaluate the information, ideas or meaning that they get from the texts in a group. First, the teachers divide the students into some groups. Each group consists of 4 to 5 students. Then, the teachers ask the students to share anddiscuss about their selecting factual report text to their group. It can be information, weaknesses, strengths and how they feel about the text. Others should take a note about their friends explaining such us the purpose, generic structure, and language features of the text. e.CommunicatingIn this last section, the students tell the class the result of their group sharing and discussion from the note that they write to get feedback from their friends and the teachers. The teachers ask each group to chooseone representative member to deliver their discussion results to the whole class. Each group can take turns in doing this activity.