Effective Reading Instruction and Grammar Teaching Techniques

Reading teachers are a demanding job because they need to immerse learners in the reading text and keep up with the latest developments in the field.

In Jordan, to read literacy and study at school for the tenth grade is a civil right as illiteracy is the source of many social skills.

Literacy was limited to high class until recently, when support for low performance school and poverty areas and ability to read or literacy has become a national priority.

What is reading? Understanding visual and printed text presented in different forms and media and the reading teacher empowers the reader to learn.

Learners acquire some reading skills spontaneously, but should learn from others.

Children have curiosity about learning writing letters and start by writing familiar names, letters are stored in the memory in a way called "memory trace", and then they learn to string (spelling) letters together to form words or words to form sentences, using the following strategies and techniques: handwriting, mechanical conventions, encoding (writing letters and words), combination between sound and letters (reading and tracing).

The teacher should have certain skills, qualification and competences to teach beginner students, so teacher training is a vital issue.

The seven pillars of effective reading instruction are: teacher knowledge, qualification, skills and training, affective reading assessment using suitable teaching strategies, evidence-based teaching practices, response to intervention, meeting children diverse needs and levels, motivation and engagement, technology and new literacies, and family and community connections.

Explicit, deductive or direct grammar instruction is useful because it makes understanding easier, increases language competence and performance, labels words and structures describing sentences, and understanding dialects.

Implicit, inductive, indirect or meaning focused on grammar includes: presenting Grammar rules implicitly (without explaining the rules), and the student’s may arrive for guessing the rules spontaneously.

Advanced learners, such as MAIBA students measuring in English (more deductive), use both techniques, while beginner learners (more inductive) use the inductive technique more often.

Both techniques are useful and used in different situations, the inductive technique is suitable with native speakers and ordinary nonnative learners, while the deductive technique is useful with specialist and some groups of non-native speakers. Generally, the inductive technique is more used.

There are two main instructional approaches for teaching grammar- deductive and inductive.

The deductive approach focuses on teaching grammar explicitly and directly, without relating the rules to real life meaning. The inductive approach, on the other hand, focuses on teaching grammar rules, but focuses on fluency and communicative interaction.