NAME: LANGTON CHIKAKA

I.D: UB60508HED69551

COURSE: READING IN THE SECONDARY SCHOOL

TITLE
THE WHY AND HOW OF TEACHING READING IN SECONDARY SCHOOL

ATLANTINC INTERNATIONAL
UNIVERSITY
My form one English class has about forty learners. Of the forty learners, eight have reading
challenges. This is 20% of the class. Whenever I give my class a test, the eight will always be in
the bottom ten. Upon checking their performance in other subjects, evidence of poor
performance still existed. But why are they failing to read? They have been to primary school for
nine years. According to Oxford learning (2018), when students have trouble with reading, it can
affect their performance in many subjects and poor reading skills may lead to frustration, low
self-confidence and poor grades.

Oxford learning confirms all what my worries had been. The eight learners in my English class
did not only perform dismally in English but in a number of subjects except Shona which is their
mother tongue.

At primary many children go through many reading lessons. Wrexler (2019) affirms that there is
overwhelming evidence that systematic phonics is the most effective way to assist children to
decode written language. Phonemic awareness is done with zeal at primary school.

Let’s look at the concept reading. In her article “Teaching reading at secondary school”, Felicia
(2019) defines reading as a complex psychic-linguistic process which involves mastery of
language signals such as letters, words, sentence structures and psychological factors such as
readiness and motivation. This means reading involves mental contact and how pupils’ minds
can meet one another through interaction with written material even though the people may be
far apart physically.

The Oxford Advanced Learners’ Dictionary says to read is to look at and understand the
meaning of written or printed words or symbols. Reading is known as a receptive skill for the
reason that it unlocks what is encoded in books and other forms of written materials. Reading
therefore involves some reasoning, meaningful interpretation of words, phrases and sentences. It
requires all types of inklings such as critical, analytical, creative, imaginative, evaluate,
judgmental and problem solving skills.

The Collins Paperback English Thesaurus gives the following alternatives to read: understand,
comprehend, construe, decipher, interpret or perceive the meaning of. The EnglishClub.com
defines reading as… the process of looking at a series of written symbols and getting meaning
from them. When we read, we use our eyes to receive written symbols such as letters,
punctuation marks and spaces and when doing so, we use our brain to convert them into words,
sentences and paragraphs that communicate something to us.

From the definitions above, reading is a process, it involves deciphering and interpretation.
Reading can be entertaining and educational. It can open up new world and improves hand-eye
coordination. Constant repetition of words and patterns in reading helps the learner learn and
remember vocabulary and grammar structures and grasp the rhythm of English better.

Why teaching reading

Secondary education is the bridge between primary and tertiary education. Reading must start at
primary school and consolidated at secondary level. I have noted with disdain that a few learners
in my Form one class have difficulties in distinguishing main ideas from relevant or irrelevant
details, reading for gist and making good summaries. At the worst, some learners show
ineffective recall of what has been read, uncritical reading behavior, inadequate vocabulary or
word power and even reading interest.

The above scenario demand that reading be taught at secondary school as well. Skills which need
attention include vocabulary/ word power skills, reading for main ideas, relevant details, implied
or stated word meanings and to comprehend tone and mood. These skills are those that the
Zimbabwe School Examination Council tests and even some other boards like Cambridge.

A number of strategies have been suggested on teaching reading. Minero (2019) advocates for
choral and ear reading. These improve learners’ reading fluency, expand their vocabulary and
increase their confidence. In this regard, learners should be able to close read, annotate, and
comprehend assignments and texts across all subjects. Minero (2019) further suggests that in
choral reading the teacher and the learners read a text aloud together. It takes spotlight off the
struggling readers while encouraging them to participate. Minero ibid states that choral reading,
according to research, improves reading fluency, expands vocabulary and increases learners’
confidence. The 2007 study shows that peer monitoring and questioning improves reading
fluency. Further to the above, reading has academic, social and emotional benefits that flow both
ways.

Wexler (2019) observes that there is overwhelming evidence that systematic phonics is the most
effective way to teach children how to decode written language. In order to make reading a
success, teachers, parents and mentors could help ignite a child’s passion to read by
incorporating activities focused on building reading skills to improve comprehension and
engagement (Waterford, 2017). Learners who have challenges in reading or have a lag in reading
should be supported so they can catch up and improve their competence. Oxford learning (2018)
observes that when learners troubling with reading, it can affect their performance in many
subjects. Poor reading skills can lead to frustration, low self-esteem, and poor grades but
difficulty with reading and with comprehension in something that can be improved with regular
practice.

The beauty with teaching is that there is no definite route to success. Of the many strategies of
teaching reading at secondary school level, the use of newspapers has proved to be
quintessential. It should however be used with other complementary approaches so long as the
desired results can be achieved.

Those who have experimented with newspapers as a teaching tool have also acknowledged huge
benefits accruing from their use. Joe Pemagbi tried it in Sierra Leone and the impact was huge.
He says:

Of immediate benefit is the fact that one issue of a newspaper may contain material for
teaching various types of writing: description, analysis and synthesis, comparison and
contrast, and process description; and they provide models of good written form:
paragraphing topic sentence, introductions conclusions etc. (Pemagbi, 1995)

From what Pemagbi says are benefits, one cannot fail to see that a whole syllabus can be taught
from a newspaper.

What makes newspapers good teaching tools? So much has been written about teaching tools and
how these make learning interesting. Lafourgazette (2015) observes that,

Many of today’s classrooms are filled with all types of technologies, which educators use
to enhance their students’ experiences. However, the humble newspaper has been a
staple in the classroom and at home and remains one of the best tools for learning.

The newspaper can be used in an English Language lesson for the following reasons:
  improving learners’ reading fluency;
 mastery of reading comprehension skills and inference skills using a text
 increased understanding of how to introduce a subject, expand facts and summarize a
point.

I have used newspapers extensively in my teaching career because they have certain qualities
that distinguish them as effective teaching tools in difficult teaching circumstances obtaining in
many rural schools.

The following are advantages which made newspapers a cut above the rest as a teaching learning
tool:

Availability

A teaching tool has no relevance to the teaching learning process unless it is available for use. In
the absence of internet, text books and other materials, newspapers are the most readily
available. In the event that only a few copies are available, relevant parts of the newspaper can
be easily reproduced and made available to the class.

Affordability

Newspapers are cheap and both learners and their teachers can afford them. This is certainly not
the case with text books which tend to be prohibitively expensive in the event that they are
available.

Relevance

Learning materials are varied, more relevant, interesting and motivating if they are structured
within the culture, experience and environment of the learner (Abbott, 2020, Pemagbi, 1995).
The newspapers I have used and still use are relevant to the operational milieu of the learners.
For instance, feature articles, editorials socio-economic issues are based on local issues which
readily arrest the learners’ attention (Kelly, 1983).

Malleability/Endurance
 Before selecting a teaching tool, the teacher should consider its usability. Newspapers as
opposed to other modern gargets such as smart phones or projectors are easy to use.
Sophisticated tools are not easy to repair in the event of a breakdown but newspapers are beyond
this problem: they are not only easy to handle but also do not break down like machines.

Cost effective

In a severely deprived teaching environment, the educator’s best friend is the material he can use
many times and for a long time. When properly handled and sorted, the longevity of newspapers
can be prolonged and they can be used for long periods.

The above advantages need further exploration. One needs to critique the impact of newspapers
on the educational landscape globally.

In Uganda, Namata (2010) found that that newspapers are very vital in the education sector. She
found out that using newspapers within the classroom encourages extensive reading and that
newspapers contain a variety of text types and language styles not easily found in conventional
language learning material such as the core text books. The freshness of news items and articles
motivate learners to keep their appetite for reading in perpetuity.

Kortner (1988), avers that use of mass media as a teaching instrument in the classroom has
increased phenomenally at all grade levels in the past few years. The World Association of
Newspapers gave rise to the birth of Newspapers in education, an initiative which encourages the
use of newspapers as educational tool both to complement and supplement traditional classroom
texts and resource materials.

Kortner (1988) states that at the present time about 600 newspapers in the U.S and Canada
participate in the NiE (News in Education) program which involves approximately three million
learners and 90 000 teachers each year. Newspapers can be used to teach reading comprehension
and critical thinking and to help learners develop creativity and awareness of the self, the
community, the nation and the world.

Newspaper Association of American Foundation (2017) point out that newspapers are an
important tool in education adding that news develop every day, latest information, can be used
to enhance skills in reading, writing, listening, speaking, Mathematics, social studies and science.
One other agency using this mechanism (NiE) successfully is Rwanda Teachers’ Education
Program (R.T.E.P) in Rwamagana District. This mechanism uses newspapers as a mode of
training English Language to teachers who are supposed to pass the same information to their
colleagues and students. The Director RTEP, Dr. Joseph Olzacki, speaks highly of the role
newspapers play in education (Times Reporter, 2017).

The efficacy of newspapers as a tool for the teaching and learning of English language is
indisputable. Bala (2017) states that print media helps to enhance learners’ interest and broaden
their perspective towards global activities. Thus using newspapers and magazines not only
teaches English better but also give current knowledge of world happenings. Bala is supported
by Ali (2019) who urges teachers to use newspapers in their lessons in a creative manner.
Lessons need not be flat and vapid.

Problems of using newspapers

Sanderson (1999) has a very high regard for use of newspapers in the classroom. He exhorts
teachers that newspapers or magazines are a must-have in every lesson, even beginner
classrooms. He further advises that there are a numbers of ways to use newspapers in the
classrooms, ranging from simple reading exercises to more complex writing and response
assignments. This does not, however, give us a clue that there are problems issuing from this
strategy. Let’s explore some of these problems as many authors only seek to glorify the
newspapers in education (NiE) concept.

Pemagbi (1995) is more sincere as he warns that the newspapers have some problems to English
Language teaching as he observes:

For example, certain words are overused, rendering them ineffective or meaningless. The
most common of these are intimate, admonish, reiterate, opine, dock and nab which are
used in newspapers.

In the contexts in which it is used, intimate refers to announce, reveal, explain, pronounce,
acquaint, show, tell, inform, appraise and brief. These words even where they are the best
suitable are not used. Admonish has been taken to mean advise and warn, reiterate does not only
mean to repeat or repeat again and again but has earned another meaning of emphasize.
Barkova (2011) notes that newspapers keep playing an increasingly important role in the global
world. The fact that it is often referred to as the Forth Estate is proof enough of its
unquestionable significance. Barkova ibid however cautions that the newspaper discourse makes
a great testing ground for playing with words making the most of the words’ potential to
manipulate public consciousness. Besides, it is an indispensable springboard for coining new
words modifying existing meaning and even changing them beyond recognition. In this regard,
Barkova (2011) and Pemagbi (1995) are totally agreed on what newspapers can do.

What we can glean from the foregoing is that the quality of the newspaper is significant. The
higher the quality of the newspapers, the better the language teaching tool they make.

Conclusion

The article has explored how newspapers can facilitate English Language teaching and learning.
A word of caution has been given that teachers should assess the quality of newspapers they use.
Newspapers which use incorrect expressions or words are best avoided as these may batter our
goal of proficiency in writing and speaking. Scholars acknowledge the huge contribution that
newspapers have in learning but place the responsibility on the teacher’s shoulders. My personal
experience is that the approach works. It must however be emphasized that the use of
newspapers should be done with other techniques. The interactive board, group discussions,
research and projects can all be blended to achieve the curriculum goals.
References

Abbot, R. E. 2010 The newspaper as a teaching tool. https://www.tandonline.com (pdf)

Ali, A. M. 2019 Interactive ways to use newspaper during English lessons. The Star Malaysia.
https://www.thestar.com

Bala, S. 2017 Use of Print Media in English teaching at senior secondary Schools. Pune
Research Times Vol2 Issue2 https://www.puneresearch.com/times

Barkova, L. 2011 Challenges of teaching a newspaper class. International Journal of Business

and Social Science Vol2 No.15, August 2011 https://ijssnet.com pdf

Felicia, E. 2019 Teaching reading at secondary level. https:researchgate.net

Kelly, A. C. 1983 The newspaper can be an effective teaching tool in The Journal of Economic
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Kortner, A, N. 1988 Using newspapers as effective teaching tool: Eric Digest Number 10
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https://www.lafourchegazette.com

Minero, E. 2019 6 elementary reading strategies that really work. https://www.edutopia.org

Namata, W. 2010 Newspapers as tools of literacy in Uganda. Master of Philosophy in Media

Studies. University of Oslo: Oslo

Newspaper Association of American Foundation 2007 A Teachers Guide to using newspapers to

enhance language arts skills 5-11 Vienna, VA

Oxfordlearning 2018 How to improve reading comprehension for kids. https://www.oxford

learning.com
Pemagbi, J. 1995 Using newspapers and radio English language Teaching: The sierra Leone
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The Oxford Advanced Learner’s Dictionary

Times Reporter 2017 How newspapers can play role in education. New Times
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Waterford 2017 8 Tips to help students build better reading skills. https://www.waterford.com

Wexler, N. 2019 Why we’re teaching reading comprehension. https://www.forbes.com