American Journal Of Social Sciences And Humanity Research
32
https://theusajournals.com/index.php/ajsshr
VOLUME
Vol.05 Issue08 2025
PAGE NO.
32-34
10.37547/ajsshr/Volume05Issue08-07
24
Creative Methods of Teaching Reading Skill
Urinova Durdona Farkhodovna
Basic Doctoral Student, Tashkent State Pedagogical University, Uzbekistan
Received:
16 June 2025;
Accepted:
12 July 2025;
Published:
14 August 2025
Abstract:
This article extensively discusses the challenges of teaching English, especially the importance of using
unconventional and creative methods of teaching language skills and modern pedagogical technologies in
teaching a foreign language, as well as the importance of teaching reading skills.
Keywords
: Teaching, language skills, reading methodology, interactive, pre-reading, post
–
reading, while-
reading, reading stages, creative methods.
Introduction:
When we look at all economically
developed countries around the world and ask what
the main reason behind their development is, we can
see that they have reformed their education systems
and created all the necessary conditions for both
learners and educators. For this reason, many
opportunities are being provided by our country's
leadership to deeply reform the education system and
to create favorable conditions for students and
teachers. One clear example of this is the “Uzbekistan
–
2030” strategy.
Literature review
This strategy emphasizes the importance of further
improving the higher education system, strengthening
its material and technical base, and increasing the
scientific potential of the population. Higher education
is considered a key part
of a society’s social and
economic development. Specialists, from local
administrative levels to top management positions, are
prepared within the higher education system.
Therefore, any system of innovative development
should begin with improvements in higher education.
METHODOLOGY
As mentioned above, higher education plays a central
role in the country’s economic growth. For this reason,
universities should act as methodological centers for
production
sectors,
research
institutes,
and
educational institutions. It is also advisable for every
staff member in higher education to know at least one
or two foreign languages at an advanced level. This is
because the specialists trained in higher education
directly join production enterprises, educational
institutions, and research centers. Therefore, the
methodology of teaching foreign languages plays a
special role in teaching and learning them effectively.
In higher education, applying a system based on a
creative approach to teaching foreign languages not
only improves the quality of education but is also
crucial in preparing highly qualified specialists. It is
commonly believed that foreign language learning is
directly connected with the activities of higher
education. That’s why teaching foreign la
nguages
should be seen as an essential component of higher
education and a key indicator of quality in preparing
professionals.
RESULTS
The prestige of the higher education system is strongly
connected to the state of science and technology in
that system. In today’s world, where science and
technology are rapidly evolving, it is important to
develop independent learning processes within higher
education and to build an educational model based on
“knowledge through science.” Forming an "educat
ion-
science-industry
complex"
and
strengthening
integration mechanisms among them is of great
importance.
Learning foreign languages, especially English, is
essential for improving this system and developing
collaboration. This is because students should be able
to access scientific information based on new
discoveries in a short period of study. To achieve this,
they need to constantly refer to relevant foreign
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
sources and stay informed. Teaching reading is
understood as teaching a type of speech activity [12].
When this principle is taken into account, students
receive the correct guidance about reading. According
to this idea, the main goal of reading is to deliver
information to the reader in a structured way.
Teaching reading is organized as a process of acquiring
knowledge. It is not limited to just practical activity
—
when reading, the reader (or text user) also tries to
understand and learn new information. Teaching
reading in a foreign language is based on students’
existing reading experiences in their native language
and in a second language.
To understand what they read, students must know the
structure of the language being learned and act
accordingly. Knowledge of language material
—
meaning the development of linguistic skills
—
creates
the foundation for reading fluently and accurately. This
principle requires students to be familiar enough with
the language structure they are learning [11].
When teaching reading, not only receptive but also
productive skills are involved. Reading is usually
considered a receptive type of speech activity.
However, the process of reading also includes
productive elements. While understanding a text,
internal speech is activated. So, teaching reading
should include work on both receptive and productive
speech activities, according to this principle [5].
Since reading functions as a type of speech activity,
students should learn how to apply it. It is important to
understand the processes that support this activity. The
first one is technical skill, which refers to understanding
the text as it is perceived. If a student learns how to
quickly grasp meaning (sometimes called “skimming”),
they can improve their reading speed. Reading speed
increases through special practice [8].
The goal is not only to read quickly but also to apply
analytical skills (such as identifying details), which are
used to understand the content. Both slow and fast
reading techniques are used according to the purpose
of getting information.
From the analysis of the didactic principles of reading
skills described above, it becomes clear that technical
skills, especially proper reading, are essential for
acquiring information. These principles show that
reading is a necessary step in the learning process [2].
At every level of education, reading activities are
applied with specific features. In the beginner stage,
texts are based on familiar material. At the
intermediate level, texts include familiar structures
along with some new vocabulary. In advanced levels,
texts include more potential or unknown vocabulary.
These are the recommended types of reading at each
level [4].
Students usually read texts based on three main topics:
“The Environment”, “Our Country”, and “The Target
Language Country.” In teaching methodology, the
concepts of text and exercise are sometimes confused
or misunderstood. In fact, they are not separate
scientific or educational categories. A text is the
material used for an exercise, and at the same time, it
is the material for reading. The text is the core material
for reading exercises, while the information gained
from it is the speech outcome
—
it serves as a source of
spiritual enrichment for the student.
There are methodical guidelines for choosing texts,
which are divided into two groups: content-related and
language-related criteria [ 9].
The following requirements are applied to the content
of reading texts.
The text should have educational value. One of the
goals of foreign language teaching is to develop moral
values, so texts that reflect ethical norms and promote
moral education are selected.
Texts should help broaden students’ knowledge of life
and worldview. This plays an important role in
enhancing their cognitive activity [10].
The content of the text must be scientifically accurate
and reflect real-life facts.
The text should be age-appropriate for the students. Its
content must match their moral level and meet their
intellectual and emotional needs.
At the final stage of their studies, students are
recommended to read the following types of engaging
texts:
Selected passages from literary works;
Thought-provoking texts about friendship, peers, and
love;
Entertaining and meaningful stories such as humorous,
adventurous, detective, satirical, or science fiction
texts;
Informative texts in the “Did You Know…?” format that
give historical facts or discoveries and travel
experiences [7].
To increase students’ interest in reading lessons and
improve their effectiveness, choosing or creating the
right text is very important. In this regard, teacher
Jamol Jalolov made the following point [1]:
“Selecting and creating texts is a highly important
methodological issue. While the idea of selecting
ready-made texts was briefly discussed, the term
‘creating’ leads to different interpretations. First, we
American Journal Of Social Sciences And Humanity Research
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American Journal Of Social Sciences And Humanity Research (ISSN: 2771-2141)
must clearly distinguish between selection and
creation.
“Selection” means choosing texts whose content is
already developed by an author and adapted by the
teacher or textbook writer to fit the classroom context
in terms of language and length. These could be original
or simplified texts.
“Creation” refers to texts written by the teacher or
textbook author based on the themes and language
materials taught orally. So, in methodology, there are
two concepts: created texts and selected texts. Both
types of texts serve as reading material [6] .”
Linguists identify three main stages in working with
reading texts:
Pre-reading stage: This includes preparation exercises
such as learning necessary vocabulary and grammar,
and practicing reading techniques. At this stage,
students may mark familiar words or identify the type
of reading they will do. This helps in understanding the
text during reading.
While-reading stage: This is focused on reading
comprehension and doing tasks that check how well
students understood the information. Here, students
should aim to fully understand the text’s meaning.
Post-reading stage: This includes follow-up exercises
that focus on using the vocabulary and meaning of the
text to develop speaking, listening, and writing skills
[3].
CONCLUSION
In conclusion, the effective teaching of reading is a
critical component of language education that extends
far beyond the mere recognition of words and
sentences. It involves the development of a complex
set of skills, including phonemic awareness, vocabulary
acquisition, fluency, and reading comprehension. To
address the diverse needs of learners, educators must
employ a range of instructional strategies that
incorporate both traditional methods and innovative,
learner-centered approaches. Creative techniques
—
such as literature circles, interactive storytelling, digital
reading platforms, and gamified activities
—
not only
enhance learner engagement but also foster a deeper
connection with texts.
Moreover, the reading process must be taught in
stages: pre-reading, while-reading, and post-reading
activities help structure the learning experience and
encourage critical thinking. Teachers should also
consider learners' language proficiency levels,
interests, and cultural backgrounds to make reading
materials relevant and motivating. Assessments, both
formative and summative, play an essential role in
monitoring progress and adjusting instruction to
support individual development.
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