Create an English language – learning environment in the classroom.

If possible, provide a comfortable, attractive, inviting and cozy area for reading - (bean bags, rugs, cushions, easy-chairs). Ensure the room lighting is suitable for reading. Display literature-related posters and pictures. Encourage learners to display their drawings of characters and the various highlights from books they have read on a pin board.

Establish a classroom library. Build a library of books that supports various reading skill levels and interest areas as well as different genre, e.g. fiction, non-fiction, poetry, drama, comedy, historical, futuristic - comics, etc. Have a regular time each week that is library time - a time when learners browse the books in the class library or the school library.

Show students how to use the library by teaching how to find titles, authors and genre sections using the display system and the card catalogue system or computer database. Children who are constantly surrounded by literature are more likely to read books.

Adopt a “Let Them Choose” policy regarding books and topics. Without limiting the need to experience various genre, and while being vigilant about monitoring for objectionable content, children should be allowed a high degree of control over their reading selections.

Promote reading firstly as an enjoyable experience, secondly as a means of gaining knowledge, e.g. how to make a kite, etc. and finally, as a directed task to find information.

Gradually expose students to the different genres in literature. Expand each reader’s range of fiction - adventure, fantasy, mystery, science fiction, historical fiction. Read and share poetry and humorous
selections to the class and show and talk about non-fiction books on animals and nature, biographies, autobiographies, historical as well as on scientific and exploratory works.

Build a selection of books that have VCDs, CDs and tapes that narrate popular stories. Children with major reading difficulties benefit from “hearing” while “reading”, i.e. listening to an audio version of the story as they “read” and follow in the book. This allows them to associate the words and meaning and gives a sense of personal fulfilment that they have read a book even though it has not been done independently. Promote shared and guided reading experiences with small groups of students.

Set aside regular times in the class for free and group reading. Instigate times when the class members are free to just read. Make group reading times vibrant, enjoyable experiences, role-playing the characters and situations depicted. Children should be encouraged to have a book they can read when other work is finished. Consider the implementation of “buddy and peer” tutoring using older and young proficient readers to assist those who are lower-skilled.

Encourage students to share their receptive language experiences, i.e. Reading, Listening, Viewing and Interpreting. Provide the opportunity for an individual to tell the class about a book he or she has read or is reading at home or from the school or classroom library.

Sharing can include telling about books, comics, television programs and even movies they have seen. Sharing creates a sense of scholastic achievement, ownership, self-recognition and personal success.

Encourage the telling and re-telling of stories young learners know. They can also make up their own stories or rehearse a fairy tale. Show a picture, painting or graphic and have the students tell or interpret what they think it is about. Felt boards are ideal for “story-creation”. Fostering narration and imagination leads to superior writing skills in early childhood learners.

Enlist parental and sibling support. Ask parents to encourage their children to read books at home - to take them to the local library regularly and to buy “good” books. Encourage them to recognize the reading efforts of their children and to get them to share about the books they are reading or have read. Enable parents to borrow recommended books from school for home reading.

Ensure that reading is enjoyable. It is so important that young learners do not see reading as a chore but instead as an enjoyable, satisfying experience. Young children love the interaction of reading - the physical closeness - the sharing of experiences and ideas.

Slow Learners. Where slow learners are involved, it is always wise to have a set of classic or famous books in their modified or easy-to-read format. Theses books are usually available on request from the Department of Education or through the local major city library representative. Political representatives are always keen to assist.

(The author Keith W. Wright is a former politician, an educator and the director of the Australian International Language Academy. E-mail questions to youth@mb.com.ph).