Abstract
All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning readers will find them helpful. This year my class includes 18 students all were men six men. Their ages range from late 20s to late 50s and all are employed. Their educational experiences range from completing four to 12 years of school; 12 students have a high secondary school certificate, 03 students have Higher. Secondary School Certificate and 03 students were graduates.
Highlights
Over the last 30 years, a significant amount of research has compared the effectiveness of different approaches to teaching beginning reading to Adults
It consistently concludes that approaches that include a systematically organized and explicitly taught program of phonics result in significantly better word recognition, spelling, vocabulary, and comprehension (Chall et al,1890 ) Reading Skills class depends on the mastery of specific subskills, I find it helpful to teach these explicitly
I organize the class into blocks of time in which, with the help of two volunteers, I directly teach eight components of reading: phonological awareness, word analysis, sight word recognition, spelling, oral reading for accuracy, oral reading for fluency, listening comprehension, and writing
Summary
Over the last 30 years, a significant amount of research has compared the effectiveness of different approaches to teaching beginning reading to Adults. I organize the class into blocks of time in which, with the help of two volunteers, I directly teach eight components of reading: phonological awareness, word analysis, sight word recognition, spelling, oral reading for accuracy, oral reading for fluency, listening comprehension, and writing. These components embody the skills and strategies that successful readers have mastered, either consciously or unconsciously. My lesson plan includes an intensive writing component For this reason, I directly teach the structure of the English language using a phonics-based approach. This programme has five features such as: 1. Language-based: The Orton-Gillingham approach is based on a technique of studying and teaching language, understanding the nature of human language, the mechanisms involved in learning, and the language-learning processes in individuals
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