Review Journal article 10

A REVIEW JOURNAL ENTITILED READING ALOUD STRATEGIES

 IN READING ENGLISH TEXTS

 By Iyen Nurlaelawati and Shofa Dzulqodah

Literacy deals with reading and writing. Literacy skills are all the skills needed for reading and writing. They include such things as awareness of the sounds of language, awareness of print, and the relationship between letters and sounds.  Specifically, people must be able to decode (sound out) printed words and to comprehend what she/he reads to be able to comprehend the idea of the written text (Bainbridge, 2011).

Teaching and learning reading can be started from any level in every approach and starting point, yet transfer between languages is always there, it is stated by Cameron (2001). Orthographic knowledge is can be a crucial aspect in L2 word recognition and lexical processing, depending on the degree of similarities between L1 and L2. In terms of its depth, there are two kinds of orthography, deep and shallow. Pinter (2006) asserts that the first refers to the language whose letter-sound correspondence is not direct and consistent. Moreover, the language is now more consistent in the way it is

Regarding reading strategies, reading the texts silently tend to be more comfortable and preferable for the subject for the children because when she read the text aloud, the mispronunciations of certain words were highlighted. It could be inferred that there are several findings related to the strategies to read aloud English texts. Generally it Generally, it covered three things proposed by Littlewood (1984): overgeneralization, transfer, and simplification by omission. Besides showing the occurrences of those three strategies, it also showed that they were sometimes overlapping.

As a conclusion, To the curriculum developers, it is suggested to design the curriculums which pay more attention to oral cycle in early level of education. in addition, it is also suggest not to force them to read in L2 before they have their L1 literacy skills and sufficient L2 oral proficiency.