How to become a good english reader

HOW TO BECOME A GOOD ENGLISH READER
Nguyen Quang Thịnh, Tran Thi Binh Minh, Hoang Thi Thuy Anh
Faculty of English, Ho Chi Minh City University of Technology (HUTECH)
Supervisor: Tran Quoc Thao (Ph.D)

ABSTRACT
It is undoubtable that the role of reading not only provides vocabulary and grammar, but also
supports speaking, listening, and writing by giving readers ideas and expressions. If readers
become proficient, the benefits such as comprehension will be made via reading. This paper aims
at discussing the roles and benefits of reading, common characteristics of good English language
readers, and devising practical ways to master its skills. This paper is hoped to help EFL learners
with the most pragmatic approaches.
Keywords: Common characteristics; EFL; good English language readers; role; ways to master.

1 INTRODUCTION
Reading plays a critical role. Basically, English can be divided into four main skills, including
Reading, Listening, Writing, and Speaking. From reading, we are able to develop the rest three
skills. Moreover, readers can make use of the readings as a valuable source to absorb lexical
resources, grammatical structures, and natural expressions. Also, reading brings plenty of benefits
to readers. Most of the news, scientific papers, and among others are written in English. Hence, a
good English reader can gain general knowledge, absorb technical specialized language. Another
benefit is that good readers enable to understand not only ideas, thought but also the ways of
enhancing comprehensibility. The prime purposes of the research are summarizing two main
characteristics of a good English reader-Active and Monitor Reading and outlining two pragmatic
approaches- Low and High-Intensity Reading in order to master the art of reading.

2 COMMON CHARACTERISTICS OF A GOOD ENGLISH LANGUAGE READER
This section begins by examining two main characteristics of good English readers including active
reading and monitor reading. The term ‘ER’ is generally understood to mean English Readers.
2.1 Active Reading
Be proactive is the first common characteristic. ER often use skimming, scanning techniques to find

out the keywords, vocabulary, concepts, principles, and details in the text speedily, helping them
save their reading time. When they are beset with confusing words, their solutions are rereading
and modeled reading. Rereading means that they repeat or recite the confusing words or
sentences. Modeled reading is hearing what it sounds like, generally guessing the meaning based
on its context. Active reading also means ER engaged with orientation. Oriented mind read with an

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identified purpose, knowing exactly what they are looking for. Therefore, the active reading process
may help the ER achieve English reading fluency.
‘From the outset they have clear goals in mind for their reading. They constantly evaluate whether
the text, and their reading of it, is meeting their goals’ (Duke & Pearson, 2008/2009).
2.2 Monitor Reading
The second characteristic is about reading English with understanding. ER at high levels use this
technique to understand thoroughly the author’s ideas, thought, and implications behind the text.
This tactic includes stop and review in order to comprehend the text. ER use 'fix-it' which means that
they clarify the confusing concepts/words and repair the misunderstanding occurring
subconsciously. Therefore, clarification is the key.
‘They monitor their understanding of the text, making adjustments in their reading as necessary’
(Duke & Pearson, 2008/2009).

3 WAYS TO BECOME A GOOD ENGLISH LANGUAGE READER
In this section, the case study is analyzed ways to become a good English language reader.
The first and main determinant of proficient readers is to read something written in English regularly
as much as they can. Getting constant exposure to English content such as books, newspapers
reference materials, et cetera, for instance, is essential in cultivating better comprehension, which
notably forms the basis of reading proficiency. ‘Proficiency in reading involves many variables, for
example, automaticity of word recognition, familiarity with text structure and topic, awareness of
reading strategies, and conscious use and control of these strategies in processing a text’

(Pang, 2008). In other words, reading on a daily basis plays a causal role in readers'
comprehensibility. Thus, if reading habits were not developed and acquired often, then to some
extent, would be a primary driving force behind the lack of readers' comprehension.
Another contributing factor is the low-intensity practice. It is indeed very important as there is no
denying interest and enjoyment in reading being conducive to become a proficient reader.
‘Comprehension is a consuming, continuous, and complex activity, but one that, for good readers,
is both satisfying and productive.’ (Duke & Pearson, 2002). To this end, ER can choose the right level
reading materials that are widely, freely, and readily available sources such as news websites,
magazines, blogs, forums, journals, among others. ‘Good readers read different kinds of text
differently.’ (Duke & Pearson, 2002). Such materials would act as stimulators to not only give readers
a sense of fulfillment but also help them avoid losing their interest in reading.
Last but not least, enhancing comprehensibility is not just all about either enjoyment or
engagement. The reading process urgently requires active, direct, and day-to-day involvement in
high-intensity practice. This means that the ER may consult dictionaries and possibly study the text
at least twice. However, comprehension does not come to a full stop with either lexical resources or
grammatical sentences. It is definitely about understanding the writers' ideas, thoughts, and
expressions. ‘They read selectively,continually making decisions about their reading— what to read
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carefully, what to read quickly, what not to read, what to reread, and so on.’ (Duke & Pearson,
2002). Whilst ER are doing the high- intensity practice, they may be confronted with a challenge,
disinterest, or even disempowerment. These reading processes will not be easy, especially with
those who are between lower and intermediate level because the first baby steps never are. In the
end, likewise, all of the hard work will pay off and upper-intermediate ER would head towards
advanced levels.
Since the focus of the research was on ways to become a good ER, there is a possibility that a
problem would have arisen if the ER had solely focused on high or low- intensity practice. Notably,
balance matters. ER may have to devise a realistic plan. Not only can they engage in the highintensity practice, but they also make a room for low-intensity one, which helps the ER avoid
frustration and the loss of motivation. In other words, ER of all levels need to excel themselves

flexibly. They had better not eschew low-intensity practice in favour of high-intensity one and vice
versa. As a result, with a balanced and feasible plan, ER would overcome the fear of being gripped
by the complexity of the reading itself.

4 CONCLUSION
Reading is an essential skill, but to become a proficient English language reader, a training process
of each person is needed. The good ER get their achievement thanks for being more active in
reading and having knowledge about what they ready to read. If we find a way, the path to
success will be much easier. Getting used to reading English daily will be helpful. Reading
interesting things will also create interest during the reading process. Besides, it is necessary to
build the reading process from low to high levels according to specific plans for yourself. The more
you practice, the better you receive. Spending more time in your goal will pay off in the end. To
make your dream become a reality, just bear in mind "starting is the key to success".

Duke, K.N., & Pearson, D.P. (2008/2009). Effective Practices for Developing Reading
Comprehension. The Journal of Education, 189(1/2), 107-122. Retrieved from />Duke, K.N., & Pearson, D.P. (2002). Effective Practices for Developing Reading
Comprehension. What Research Has to Say About Reading Instruction (205-242).
International Reading Association. Retrieved from:
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Pang, J. (2008). Research on good and poor reader characteristics: Implications for L2
reading research in China. Reading in a Foreign Language, 20(1), 1-18. Retrieved from
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