How does a teacher choose reading materials appropriate for students? As claimed by Cutiongco and Tamidles (1995), the failure of reading instruction in our schools could be attributed to two major factors (1) children’s view of reading as a task, and (2) the appropriate reading materials.

            The need to find reading materials at “just the right level” makes sense to most teachers. After all,comprehension is directly related in the appropriateness and ratability of what id being read. Yet, a dilemma  that confronts most teachers is identifying appropriate texts for their students. We are all aware that students  use their cognitive resources to construct meaning from what they read.

            If children find reading boring, difficult and unpleasant, and if they barely read during their free time, then everything that teachers do in the classroom to promote reading development needs to be reassessed. The problem calls for an examination for teachers philosophical orientation, their classroom practices, and their manner of evaluating learning. To create a significant positive change in pupils reading comprehension and attitudes, teachers must consider what current research says about reading instruction and endeavor to match their theoretical beleifs,practices and assessment with the findings.

            Paul and Monson (1992), focused  on the changing role of the classroom teacher and the curriculum orientation that consequently affect his/her instructional behaviors. Teaching, they stress should shift from  the traditional transmission instructional model to one which engages teachers in complex transactions with learners.

            Matching books  to readers cannot be reduced to a formula. Developers of readability formulas are aware that  these have limitations and these do not take into account other important textual factors  that affect comprehension. Moreover, form being simply implementers of curricula prescribed by “experts”,teachers are encourage to use other approaches to become empowered by using professional knowledge bases to innovate in their reading class.

            Reading programs should consider variety and balance in using materials and methods shared by teachers and students

Reference:

ORencia, M Enhancing Comprehension and Attitudes  through a Whole language inspired reading program RAP (2005)

By: MRS. DAISY S. CORTEZ | Teacher I | Lamao National High School | Limay,Bataan