global
TRANSCRIPT
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What is a global approach to reading?
Reported by: Rea J. Patining
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Introduction
• A global reading approach assumes that a person learns to read best when reading begins with natural and meaningful text.
Reported by: Rea J. Patining
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Definition
• A global approach to reading is an approach that begins by giving learners natural, meaningful text to listen to, look at, and memorize by sight.
Reported by: Rea J. Patining
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examples of global reading approaches
Reported by: Rea J. Patining
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1. Do a language experienceapproach activity with the learners
Reported by: Rea J. Patining
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Do a language experience
approach activity with the learners
• A language experience activity is usually an activity that learners do together. It could also be any experience an individual or group has had. After the experience, a teacher or leader helps the learners write about what they have experienced.
Reported by: Rea J. Patining
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Examples
• Taking a trip to an interesting location• Bringing an animal or object to the
classroom to observe and discuss• Inviting a guest to class• Taking a walk and observing the people
and surroundings
Reported by: Rea J. Patining
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2. neurological impress activity
Reported by: Rea J. Patining
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Using a neurological impress activity
BENEFITS:
• Develops reading fluency• Helps impress the words into the learner's
memory• Helps learners imitate correct
pronunciation, intonation, and phrasing• Increases confidence in reading
Reported by: Rea J. Patining
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Using a neurological impress activity
• Models reading fluency and mechanics• Provides a pleasant, non-threatening
reading experience• Provides immediate feedback and success
in reading
Reported by: Rea J. Patining
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Using a neurological impress activity
GUIDELINES:
• For best results, do this activity daily over a period of several months.
• Be aware of cultural considerations in a close working relationship such as this requires.
Reported by: Rea J. Patining
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Using a neurological impress activity
• Try this procedure in nonformal settings where literate people might teach other family members or friends:
• Use texts with words the learner can already read.
Reported by: Rea J. Patining
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Steps: Using a regular size book
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Steps: Using a regular size book
1. Sit side by side so that the teacher can speak into the learner's ear.
Tip: Determine which hand the learner writes and eats with and sit on that side of the learner.
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Steps: Using a regular size book
2. Jointly hold the book between you.
3. Begin by reading aloud together.
4. Read a little faster and louder than the learner.
Reported by: Rea J. Patining
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Steps: Using a regular size book
5. Track the words smoothly with a finger as you read.
Note: This allows the learner to hear the word just before saying it,
and imitate the intonation and flow of the language.Reported by: Rea J. Patining
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Steps: Using a regular size book
5. Occasionally lower the volume of your voice to allow the learner to lead the reading.
6. Help the learner gradually take over tracking by guiding their hand smoothly under the words.
Reported by: Rea J. Patining
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Steps: Using a regular size book
5. Occasionally lower the volume of your voice to allow the learner to lead the reading.
6. Help the learner gradually take over tracking by guiding their hand smoothly under the words.
Reported by: Rea J. Patining
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Steps: Using big book or wall chart
Reported by: Rea J. Patining
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Steps: Using a Big book or wall chart
1. Place a large book or chart on an easel so that everyone in the group can see it.
Reported by: Rea J. Patining
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Steps: Using a Big book or wall chart
2. Begin by reading aloud together.– Read a little faster and louder than the
learners.– Track the words smoothly with a pointer
as you read.
Reported by: Rea J. Patining
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Steps: Using a Big book or wall chart
3. Occasionally lower the volume of your voice to allow the learners to lead the reading.
Reported by: Rea J. Patining
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3. Using shared reading
Reported by: Rea J. Patining
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Guidelines
1. Discuss the story and illustrations with the learners– prior to reading to build anticipation, or– after reading to aid comprehension.
2. Have the learners "hum" to get the feel and intonation of the words.
3. Read fluently and expressively.
Reported by: Rea J. Patining
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Steps
1. Select an interesting story with repetition, or use a favorite story.
2. When introducing a new story, talk about– the title– the cover illustration, and– the kind of story.
Reported by: Rea J. Patining
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Steps
3. Read the story to the group, tracking each word with a pointer as you read.
4. Reread the story as a group, encouraging everyone to join in "reading" certain words or phrases as they are able.
Reported by: Rea J. Patining