Reading is one of the main skills. Students are to read, with the help of a dictionary, easy texts containing familiar grammar material and 6-8 unfamiliar words per 100 words of the text. Reading is one of the practical aims of teaching a foreign language. Reading is of great educational importance, as reading is a means of communication, people get information they need from books, magazines, newspapers, etc. Reading develops students intelligence. Reading helps to develop their memory, will, imagination. Reading is not only an aim in itself, it is also a means of learning a foreign language. When read a text the student reviews sounds and letters, vocabulary and grammar, memorizes the spelling of words, the meaning of words and word combinations. If students can read with sufficient fluency a complete comprehensive he helps them to acquire speaking and writing skills as well. Reading is a complex process of language activity. As it is closely connected with the comprehension of what is read, reading is a complicated intellectual work. It requires the ability on the part of the reader to carry out a number of mental operations: analyzers, synthesis, induction, deduction, comparison. There are two ways of reading: aloud or orally, and silently. Reading is one of the most difficult things because there are 26 letters and 146 graphemes which represent 46 phonemes. So when students start reading they know how to pronounce the words, the phrases, and the sentences, and familiar with their meaning. Consequently, in order to find the most effective ways of teaching the teacher should know the difficulties students may have. In teaching to read transcription is also utilized. It helps the reader to read a word in the cases where the same grapheme stands for different sounds. Our opinion is if student who has made a mistake must try to correct it himself. If he cannot do it, his group mates correct his mistake. If they cannot do so the teacher corrects the mistake. In teaching students to read much attention should be given to the development of their ability to guess.

Different students use the term reading in different ways, which can cause much confusion.

Whatever your reasons for reading it is not very likely that you were interested in the pronunciation of what you read, and even less likely that you were interested in the grammatical structures used. You read because you wanted to get something from the writing.

We must not be surprised if student motivation is low. This is a major problem for many language teachers: the motivation of needing to read is powerful. However, you can also motivate students by making their foreign language reading interesting in itself. The language is alive – its users have the same variety of purposes for reading as anybody has when reading their mother tongue – and this fact can be used by teachers to increase motivation.

We all have different purposes in reading, different opinions, backgrounds and experiences, and thus different schemata. Inevitably we all get something different from a text. The teacher can only try to promote an ability in the student; she cannot pass on the ability itself. This applies particularly to comprehension, which is a private process. Even the reader himself has no real control over it, although he can certainly improve it by well-directed effort.

We can seldom expect help with the reading tasks we undertake in real life outside the auditorium; the teacher does not stay at our side. Therefore students have to develop the ability to read in their own. Your responsibility as a teacher is to make your support unnecessary.

Being able to read the text studied in auditorium is not enough; part of the work of extracting the massage was done by the teacher or fellow students. You have to equip students to tackle texts they have never seen before. This implies that it is more useful to read two texts once than one text twice.

The reading skill is of no practical use unless it enables us to read texts we actually require for some real-life purpose. At least some of the practice should be with target texts, is the sort of texts the students will want to read after they have completed their course. If the needs of a single class are very varied, the practice material ought to be varied too. However, the stage at witch target texts are introduced has to be decided according to the students command of the language.

A flexible reading style is the sign of a competent reader. Instead of plodding through everything at the same careful speed, or always trying to read as fast as possible, students must learn to use different purposes, and must have practice in assessing what type of reading is appropriate in various circumstances.

We have already noted that students seldom need to read aloud except in the auditorium. Reading aloud is useful in the early stages, but it commonly persists far longer than is desirable. This usually means that too little time is given to silent reading; yet all readers need this skill, and most would benefit from help is developing it.

If reading came naturally, teaching reading would be a much easier job. Students would learn to read as readily as they learn to speak. Teachers would only need to give students the chance to practice their skills. But students don't learn to read just from being exposed to books. Reading must be taught. For many students, reading must be taught explicitly and systematically, one small step at a time. That’s why good teachers so important. Reading is one of the four main skills in language learning and also one of the hardest one for a foreign language learner. Reading is a skill, that is most emphasized in a traditional FL teaching.

A reading skill is a helpful tool that a student practices in order to improve reading . Teachers teach various skills to improve the understanding of reading. Many of the students while decoding do not comprehend what they are reading. Researchers have made a lot of progress in determining how to teach reading more effectively, but it really comes down to the effectiveness of each individual teacher. Teachers make the difference. The purposes at reading is to provide teachers with the information you need to apply findings from research to help all students learn to read, particularly those for whom reading does not come easy. For foreign language learners to read, they have to be prepared to use various abilities and strategies they already possess from their reading experiences in their native language. They will need the knowledge they possess to help orient themselves in the many dimensions of language implicated in any text. Researchers have established that the act of reading is a non-linear process that is recursive and context-dependent. Readers tend to jump ahead or go back to different segments of the text, depending on what they are reading to find out Teaching Reading Skills in a Foreign Language is not a theory-driven work; it derives from pragmatically dealing with classroom challenges. It is a book to be read through, a book to dip into once in a while when you are getting overly focused on one or two things, or a book to explore when you find yourself in a routine. We should not forget that reading for enjoyment is probably the most motivating reading tool. For her readers, her enjoyment in writing about reading and teaching make this book encouraging, attractive and enjoyable.