Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

Teaching the untutored to read is an experience by itself and the results are very rewarding. Of course, one has to keep in mind the age of the reader. If the students are very young, they can be encouraged to read by narrating stories, thereby creating an interest which instigates them to explore the world of books on their own. There is nothing close to the joys that reading brings. The same strategy can be adopted with a slight modification for the older ones. Shared book reading directed at groups of students rather than individuals heightens awareness and encourages them to discuss what has been read. Structured reading helps children to practice their reading skills and also helps them to mentally identify and associate new words that they come across.To develop proficiency in reading especially for children who have not learned to read before they enter school, the systematic teaching of phonics is necessary. By Using rhymes, poetry and alliteration, attention can be focused on the sounds of words. This helps immensely in identifying the pattern of words, which are encountered while reading. Such word recognition and association help to attain fluency and accuracy while reading texts. It makes sense then to provide texts, which are arresting in nature. Repeated reading of material promotes fluency.
Since words are an inherent part of any written text, teaching reading would in a sense be an enhancement of the basic vocabulary. This can be done by constantly exposing children to the listening, writing and speaking of new words. Discussion of the new words and their concepts prior to reading sessions makes the task of teaching reading more meaningful. Once this is done, it becomes necessary to focus on the purpose for reading. Some books are merely meant to be enjoyed, so while teaching to read, the emphasis must merely be on enjoying the written word and its elasticity. If the focus is on acquiring information, then the written word becomes more important when it is read. Hence teaching to read is closely connected with the motive behind such reading.

The general aim for a reading development programme is to enable students to enjoy reading in the foreign language, and to read unfamiliar, authentic texts without any help. Christine Nuttall suggests practical strategies you can use to help your students develop their reading competence. It is especially useful for exam