Jizzakh branch of the national university of uzbekistan named after mirzo ulugbek foreign languages d

Screening and continuous assessment to inform instruction 
Frequent assessment of developing readers, and the use of that information for planning 
instruction, is the most reliable way of preventing children from falling behind and 
staying behind. A clear message from longitudinal studies of reading development is 
that most children who become poor readers in third grade and beyond were having 
difficulty right from the start with phonologically-based reading skills. In addition, 
instruction that targets the specific weaknesses most likely to cause reading difficulty 
often prevents later reading failure and facilitates the reading development of most 
children. 
Motivating children to read and developing their literacy horizons 
As we have emphasized earlier, a successful teacher of beginning reading generates 
enthusiasm and appreciation for reading. Research reviews have repeatedly stated that 
children who are read to often, who are led to enjoy books, and who are encouraged to 
read widely are more likely to become good readers than children who lack these 
experiences. Teachers who are juggling the technical challenges of program 
organization and delivery may lose sight of the fact that purposeful reading and writing 
is the goal of instruction.

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CHAPTER II 
2.1.
 
Productivity of current methods and possible problems related 
 
What are the disadvantages of the Reading Method?
The main reason that the Reading Method fell out of popularity was because it had so 
many disadvantages compared to teaching methods that incorporate writing and 
speaking as well as reading. Some of these disadvantages include: 
The Reading Method goes against educational principles 
One of the principles of education is that work should start off simple and gradually 
increase in complexity. With the Reading Method, the words and grammar that students 
learn don’t really get any more difficult as time goes on. 
Students’ vocabulary is limited 
The Reading Method limits students’ vocabulary to the 2280 words that Dr West 
thought were essential to learning to read English. This makes the students’ work lack 
meaning, because once someone knows all these words, they can’t really progress. It 
also means that they end up using the same words again and again, which creates a 
false-sounding, limited speaking and writing style. 
Students don’t really learn to express themselves properly 
As students don’t learn any idioms or do any writing composition under the Reading 
Method, this makes it difficult for them to learn how to express themselves. They also 
don’t learn any real grammar or complex sentence structure, as the focus is on learning 
basic patterns and putting everything else together from these. 
The Reading Method is educationally unsound. 

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This method of teaching English is unsound for a number of reasons: 
•
Students might not necessarily grasp the structures of the language or the 
meanings of words; 
•
The teacher has no real way of checking students’ progress when they’re all 
reading silently; 
•
Reading alone can be dull and monotonous, affecting students’ ability to 
concentrate; 
•
The Reading Method doesn’t take into account people’s different learning 
styles - it only caters for those who enjoy reading.