1 . Question: As a teacher, how can I help my students to read aloud? Answer: Most people learn how to read by first reading aloud.     1     Here are some tips on helping you encourage and help your students.

    2     Make sure that you provide enough time for the students to study their reading assignments. There is nothing as scary for young students as being asked to read a long piece of text aloud without preparation. There are plenty of words that may seem difficult to pronounce. Some words may be foreign to the students. Reading aloud may be very difficult.

Volunteering. Try to assign reading assignments on a voluntary basis.     3     In this way, you can make them feel more at ease with the reading assignments.

Interaction. Provide interaction and participation during the reading sessions. When one student is reading, make sure that the others are all listening. Afterwards, let the students ask.     4    

Motivation.     5     For instance, you can create games that require the students to read out loud. Or you can provide rewards such as chocolate chip cookies for the winners. But make sure that you also provide rewards to motivate those who are falling behind.

5 . One day, when I was 12, my mother gave me________: I was to walk to the public library and borrow at least one book for the summer. This was one more weapon for her to________my strange problem-inability to read.

In the library, I sat down on the floor in the children’s section, and________a few books off the shelf at random. The cover of a book caught my eye, it___a picture of a dog. I had recently had a dog, the first and only animal companion I ever had as a child. He was my secret sharer, but one morning, he was gone,_____to someone who had a space and money to care for him. I never forgot my dog.

There on the book’s cover was a dog which looked___to my dog, as if they were the same one. I ran my fingers over the picture of the dog on the cover. My eyes ran across the________, Amos, the Dog with a Plan.________I had read the title. Without opening the book, I borrowed it from the library.

Under the_____of a bush I started to read about Amos. I read very slowly with difficulty. Though________were turned slowly, I got the main idea of the story about a dog who, like mine, had been________from his family and who finally found his way back home. At the end of the story, my mind________the final scene of reunion, on and on,________my own lost dog and I were, in my mind, running together.

My mother’s_____returned me to the real world. It___to me that I had read a book, and I had loved reading that book. Books________be incredibly wonderful and I was going to read them.

I________told my mother about my “miraculous” experience that summer, but she saw a slow but remarkable improvement in my classroom____during the next year. And years later, she was______that her son had read thousands of books, was awarded a PhD in literature, and____his own books, articles, poetry and fiction. The power of the words has held.

6 . Teens and younger children are reading a lot less for fun, according to a Common Sense Media report published Monday.

While the decline over the past decade is steep for teen readers, some data in the report shows that reading remains a big part of many children’s lives, and indicates how parents might help encourage more reading.

According to the report’s key findings, “the proportion (比例) who say they ‘hardly ever’ read for fun has gone from 8 percent of 13-year-olds and 9 percent of 17-year-olds in 1984 to 22 percent and 27 percent respectively today.”

The report data shows that pleasure reading levels for younger children, ages 2—8, remain largely the same. But the amount of time spent in reading each session has declined, from closer to an hour or more to closer to a half hour per session.

When it comes to technology and reading, the report does little to counsel(建议) parents looking for data about the effect of e-readers and tablets on reading. It does point out that many parents still limit electronic reading, mainly due to concerns about increased screen time.

The most hopeful data shared in the report shows clear evidence of parents serving as examples and important guides for their kids when it comes to reading. Data shows that kids and teens who do read frequently, compared to infrequent readers, have more books in the home, more books purchased for them, parents who read more often, and parents who set aside time for them to read.

As the end of school approaches, and school vacation reading lists loom(逼近) ahead, parents might take this chance to step in and make their own summer reading list and plan a family trip to the library or bookstore.