ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
65
HOW TO IMPROVE READING SKILL?
Amonov Samandar Ikrom o’g’li
Termez state pedagogical institute.
1 course student of " Languages "faculty in Termez State Pedagogical University.
Morozova A.V.
Teacher of the Department of Practical English at TSPI.
https://doi.org/10.5281/zenodo.14983379
Abstract.
In this article, we will provide general information about the reading section.
The key aspects of reading comprehension will be explained step by step. We will also discuss how
to use time efficiently and apply the right strategic formulas.
Key words:
cognitive process, Linguists, reading comprehension, scanning, skimming,
decoding, vocabulary and fluency.
КАК УЛУЧШИТЬ НАВЫК ЧТЕНИЯ?
Аннотация.
В этой статье мы предоставим общую информацию о разделе
чтения. Ключевые аспекты понимания текста будут объяснены шаг за шагом. Также мы
рассмотрим, как эффективно использовать время и применять правильные
стратегические формулы.
Ключевые слова:
когнитивный процесс, лингвисты, сканирование, беглое чтение,
декодирование, словарь, беглость.
WHAT IS READING?
Reading is a complex "cognitive process" of decoding symbols in order to construct or
derive meaning. Reading is a means of language acquisition, communication, and of sharing
information and ideas. Reading is one of the subjects to get information and knowledge about
everything readers need from the written form. Reading is very important, and it is one of the four
language skills that should be mastered by student for all level. According to Nunan (2003) reading
is a fluent process of readers combining information from a text and their own background
knowledge to build meaning. Then, Baker and Brown in Dorn and Soff os (2005) says that reading
is a complex process involving a network of cognitive actions that work together to construct
meaning. Then, Johnson states in his book that reading is the act of linking one idea to another.
In addition, Linguists also give definitions about reading, their opinions about reading vary.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
66
Some of them say that reading is the process to get, to understand, to catch the content of
the reading. And also reading is a process to understand a written text which means extracting the
required information from it as efficiently as possible. Those statements above show the various
definitions of reading, they mean generally. Reading means a complex process of thinking in
assigning meaning from printed materials which involve most of the reader’s intellectual act such
as pronunciation and comprehension in order to receive ideas or information extended by the text.
It can be seen that reading is not only looking at word in the form of graphic symbols but
also getting meaning from word to word or line to line to understand what we read. It means that
reading is process to understand the text content and to get information.
What is reading comprehension?
Understanding a written text means extracting the required information from it as
efficiently as possible. For example, we apply different reading strategies when looking at a notice
board to see if there is an advertisement for a particular type of flat and when carefully reading an
article of special interest in a scientific journal. Yet locating the relevant advertisement on the
board and understanding the new information contained in the article demonstrates that the reading
purpose in each case has been successfully fulfilled. In the first case, a competent reader will
quickly reject the irrelevant information and find what he is looking for. In the second case, it is
not enough to understand the gist of the text; more detailed comprehension is necessary. It is
therefore essential to take the following elements into consideration.
Three-Level Taxonomy of Comprehension
Thomas Barrett has suggested the following three types of action with his three-level
taxonomy of reading comprehension (Clymer 1968).
Literal Comprehension: Literal comprehension, the lowest of the three levels, requires a
reader to be able to retell or recall the facts or information presented in a text. Names of characters
and details of the setting are examples of literal comprehension. The information required for
literal comprehension comes largely from the text itself. Recall comprehension can easily be
evaluated. In responding to a literal question, the reader either can recall the information from the
text or he or she cannot. [1;14]
Inferential Comprehension: Inferential comprehension, the next level, refers to the ability
of a reader to take in information that is inferred or implied within a text. If a text indicates that a
character is carrying an umbrella while walking down a street on a cloudy day, you can infer that
the character is expecting rain.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
67
Inferential comprehension is more sophisticated than literal comprehension because it
requires the orchestration and manipulation of information from the text as well as information
that resides within the readers— their background knowledge.
Critical Comprehension: Critical or evaluative comprehension, the third and highest level
in the taxonomy, involves making critical judgments about the information presented in the text.
Were the characters reputable and honest in their actions? Did the selection offer the reader
new information, new insights, or added enjoyment? Were the characters authentic? Was the
literary quality of the text high? Answers to such questions require a high level of interaction
between information from the text, the reader, perhaps other people with whom the reader has
interacted, or even other texts the reader has read. Moreover, in-depth analysis and critical thinking
are necessary to make informed judgments and evaluations. Because responses to inferential and
critical-level questions are highly dependent on the reader’s own background, interest, and
disposition, determining a reader’s level and the quality of a reader’s inferential and critical
comprehension is not easy. [2;4]
All three levels of comprehension are important and need to be fostered. However, it has
generally been the case that inferential and critical comprehension are not sufficiently addressed
in many classrooms and reading programs. These levels are not easily evaluated and do not lend
themselves to the “teacher asks and student answers” type of comprehension discussions that
follow many reading lessons. Nevertheless, a focus on inferential and critical comprehension is
appropriate, and nurtures the high-level thinking that one would expect to find in high-performing
classrooms. [3;16]
What is scanning?
Scanning is very high-speed reading. When you scan, you have a question in mind. You
do not read every word, only the words that answer your question. Practice in scanning will help
you learn to skip over unimportant words so that you can read faster. In this unit, you'll practice
scanning many different kinds of materials. You should work as quickly as possible on all the
exercises. Remember that scanning is a high-speed skill. Scanning in everyday life . Scanning is a
skill that you often use in daily life. For example, you might scan the list of names in a telephone
directory in order to find a phone number.
Intensive Reading:
-You need to have your aims clear in mind when undertaking intensive reading. Remember
this is going to be far more time consuming than scanning or skimming.
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
68
-If you need to list the chronology of events in a long passage, you will need to read it
intensively.
-This type of reading has indeed beneficial to language learners as it helps them understand
vocabulary by deducing the meaning of words in context.
-It moreover, helps with retention of information for long periods of time and knowledge
resulting from intensive reading persists in your long term memory.
-This is one reason why reading huge amounts of information just before an exam does not
work very well.
-When students do this, they undertake neither type of reading process effectively,
especially neglecting intensive reading. They may remember the answers in an exam but will likely
forget everything soon afterwards.
Extensive reading:
-Extensive reading involves reading for pleasure.
-Because there is an element of enjoyment in extensive reading it is unlikely that students
will undertake extensive reading of a text they do not like.
-It also requires a fluid decoding and assimilation of the text and content in front of you.
-If the text is difficult and you stop every few minutes to figure out what is being said or to
look up new words in the dictionary, you are breaking your concentration and diverting your
thoughts. [4.8]
How to become an efficient Reader?
Becoming a proficient reader requires mastery of several skills that need to be applied
simultaneously. Obviously, this doesn't happen overnight. These basic skills should be learned
first in isolation, then as readers become more adept at each one, they can progress and combine
until they can read independently with full comprehension of what they read. Basic reading skills
encompass a range from phonics to comprehension.
1.Decoding:
Decoding or sounding out words is the first step in reading. Students can decode when
they understand that each letter of the alphabet has a corresponding sound. Students then learn
how to look at words in print, isolate each separate sound, and then blend them to read the word
as a whole. The goal of phonics instruction is to enable readers to become proficient at decoding
so they are able to read words on their own and with little effort.
2.Vocabulary:
ISSN:
2181-3906
2025
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 4 / ISSUE 3 / UIF:8.2 / MODERNSCIENCE.UZ
69
Good readers increase their vocabulary every time they read and are able to recall these
words when they see them again. They begin by developing a sight word vocabulary. Sight words
are words that are frequently found often in common speech and books, such as "the," "is," "were,
"was" and "said." Generally, these words cannot be sounded out, so readers have to memorize
them. Knowledge of these words is essential because they can be found in any book.
3.Fluency
Fluency is the ability to read accurately with expression and at a speed that lends itself to
comprehension. Fluent readers will be able to read smoothly without having to take a lot of time
to sound out words. They are also able to use context clues to figure out unknown words. Fluency
is most evident when a person reads aloud, but it can also be seen by the reader's ability to
understand what they read. Fluent readers are able to pay attention to the details in a book because
they don't have to spend a lot of time sounding out words.
REFERENCES
1.
Improving your READING SKILLS “by Fitri Randia Ningsih, Lisa Sersanawawi and
Sholihatul Hamidah Daulay (January 2024)
2.
Developing Reading Skills” by Franfoise Grellet: © Cambridge University Press 1981
3.
Comprehension that works” by Danny Brassell &Timothy Rasinski Foreword by Hallie Kay
Yopp.
4.
More reading power “by BEATRICE S. MIKULECKY / LINDA JEFFRIES.,,Reading
skills” by Riphah International College.
