The reading ability in a language is largely dependent on the pre-existing ‘visual training in symbols’ and the level of competence in the vocabulary and grammatical constructs of the language. The visual training in symbols, in turn, could be seen as composed of two distinct abilities of the brain: Orthography – the identification of the […]
Assessment of reading skills is a very complex task and to reliably perform it at a mass level is next to impossible. And assessment of reading with respect to any set of ‘microskills’ is also ruled out. Reading is an intensely cognitive process and it is widely agreed that we can best measure the ‘general […]
In second-language education (e.g. English for children in India), Munby’s taxonomy of microskills can be applied and he distinguishes the following reading ‘microskills’: Recognising the script of a language Deducing the meaning and use of unfamiliar lexical items Understanding explicitly stated information Understanding information when not explicitly stated Understanding conceptual meaning Understanding the communicative value […]
Language is one of the greatest human inventions. We created language to empower ourselves to share our heart and mind and reciprocate as others do the same. Language helped us improve survival skills and organise efforts among big group of people. Language gave words to our imaginations and helped create a world of stories, the […]
