An Audiolingual Methodology for Teaching Reading*

Abstract

ABSTRACT Reading, in the native or foreign language, is dependent on spoken language at all stages of reading competence. Electromyographic studies show that subvocal pronunciation (covert oral behavior) precedes and facilitates comprehension. Good readers read for ideas. To be meaningful, reading material must relate to the experiential background of the reader in terms of language and content. All readers operate on three basic reading levels: (1) independent, (2) instructional, and (3) frustration level. The independent reading level, being below the maximum competence of the student, requires no special methodology; the frustration level, being beyond the immediate grasp of the student, is not a valid subject for instructional methodology. A methodology for teaching reading in a foreign language at instructional level, however, is desirable and can be derived from basic research in the acquisition of the reading skill in the native language. This methodology consists of: (1) an oral introduction to broaden the experiential base of the student; (2) oral vocabulary exercises to convert unfamiliar expressions into speech patterns; (3) oral reading of a dialog paralleling the literary text to preview its language and ideas; (4) directed reading of the text with intermittent questioning to focus attention and assess comprehension; (5) independent, individualized reading for deeper penetration; and (6) discussion for liberated speech.