planning teaching reading - haffiz

8/10/2019 Planning Teaching Reading - Haffiz

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READING

Planning Teaching:


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WHYREADING

ISIMPORTANT??


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A childs reading skills are important totheir success in school and work. In

addition, reading can be a fun and

imaginative activity for children, whichopens doors to all kinds of new worlds for

them. Reading and writing are important

ways we use language to communicate.


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The ultimate goal of reading instruction is tohelp children acquire the knowledge and

skills necessary to comprehend printed

material at a level that is consistent with their

general language comprehension skills.

Torgesen (2000)


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If students are not competent readers,they are at risk for academic,

behavioral, social, and emotional

difficulties.

Some of these students may be

identified as learning disabled.


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Pupils with language

difficulties?? Speech disorder.

Can read but not understand the word.

Minimal vocabulary.

Unresponsive to question/instructions

(silent).

No interaction


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Characteristics of

Struggling Readers Over reliance on guessing strategies

May have low language skills

Limited phonemic awareness

Limited understanding of phonics

Memory problems

Read slowly and hesitantly, or not at all

Limited understanding about the text they read

Often become frustrated and avoid reading


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Research has identified five early reading

skills that are all essential. They are

Phonemic awarenessBeing able to hear, identifyand play with individual sounds (phonemes) in

spoken words.

PhonicsBeing able to connect the letters of written

language with the sounds of spoken language. VocabularyThe words kids need to know to

communicate effectively.

Reading comprehensionBeing able to understand

and get meaning from what has been read. Fluency (oral reading)Being able to read text

accurately and quickly.


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What Makes a Reader Proficient?

Development of phonemic awareness

Understanding of letter-sound correspondence

Fluency based on automatic recognition of letter-sound relationships

Automatic recognition of sight words

Rich vocabulary

Because of a solid foundation in reading skills,

proficient readers have more cognitive resources tofocus on comprehension.
http://localhost/var/www/apps/conversion/tmp/scratch_9/SIGHT%20WORDS.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_9/SIGHT%20WORDS.pptx


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Phonological Awareness

Spoken language can be broken into

smaller units:

sentences into words words into syllables

syllables into phonemes

Important predictor of reading success.


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sentence

The hippopotamus jumps across the river

word

syllable

the hi-ppo-po-ta-mus jumps a-cross the ri-ver

phonemes


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How Phonological Awareness

Relates to Reading Children become aware that sentences are made up

of words and words are made up of different parts.

Many children develop phonological and phonemicawareness through listening to stories, rhyming, andother word games.

Children struggling to learn how to read need direct,

explicit instruction to develop phonological andphonemic awareness.


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Examples of Phonological

Awareness This sentence has 5 words:

The cat ran after me.

These words rhyme: cat - bat. These words dont rhyme: ran - bed.

This word has 2 syllables: af-ter.

These words start with the same sound:me - milk.


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Phonemic Awareness

The specific understanding that spokenwords are made up of individual phonemes.

It is part of phonological awareness.

Phonemes are the individual sounds in

spoken words. They are the smallest units ofmeaningful speech.


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Examples of how Phonemic

Awareness Relates to Reading Blending phonemes into words.

Segmenting words into phonemes.

Deleting a phoneme from a word.

Say sat without the /s/.

Adding a phoneme to a word.

Add /m/ to the beginning of at. Manipulating phonemes in words.

Say bat. Now change the /b/ to /k/.


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Phonemic awarenessabilities in

kindergarten (or in that age range)

appear to be the best single predictorof successful reading acquisition.

(A Position Statement from the Board of Directors of the International

Reading Association, 1998)


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Phonemic Awareness Skills:

Intervention StrategiesMake Riddles

Ask students riddles that require them tomanipulate sounds in their heads:

What rhymes with pig and starts with /d/? (dig)What rhymes with at and starts with /f/? (fat)

What rhymes with dog and starts with /l/? (log)


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Phonics is the key to reading

achievement Numerous scientific studies have shown that phonics

skills are the single most important predictor of

successful reading achievement.


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Phonics

Phonics is a way of teaching reading thatconveys an understanding that there arecorrespondences between phonemes (the

sounds of spoken language) andgraphemes (the letters and spellings thatrepresent those sounds in writtenlanguage).

Reithaug (2002)

The 26 letters of the English alphabetrepresent 44 phonemes.


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How Phonics Relates to Reading

Phonics is the means to accurate and automaticdecoding.

It is an essential feature of an effective reading

program. Phonics instruction needs to be linked to literature

rather than as a stand-alone element of a readingprogram.

Proficient readers read every word, see all of the

letters, and process this information very quickly,based on their knowledge of phonics.


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Vocabulary Development

Part of the semantic cueing system (wordmeaning).

Cannot be taken for granted that students

understand all the words they read. Oral vocabulary supports the understanding

of reading vocabulary.

Reading vocabulary involves more than

understanding individual words. It alsodepends on the sentence a word is in (itsspelling, content, and pragmatics).


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How Vocabulary Development

Relates to Reading Once a student has decoded a written

word, it is available to the student in speech

form. If the word is in the studentsvocabulary, it will be understood. If not, thestudent will not understand the word eventhough the student can read (decode) it.

The aim of reading is comprehension. Aperson must understand the vocabularywords he/she is reading in order tounderstand the text.


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Vocabulary Development:

Instructional Strategies Read to students.

Use material above students reading

level. Elaborate on new vocabulary to create

a deeper understanding of words.

Create scenarios/simulations that allowstudents to practice using newvocabulary.


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Comprehension

The goal of reading is to comprehend.

Proficient readers:

use a variety of strategies,

use strategies before, during and afterreading,

use different strategies for different texts atdifferent places along the reading

development continuum,

interact with the text in order to constructmeaning.


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How Comprehension Relates to

Reading.. Relate the content of the text to personal

experience and activate prior knowledge:

predict, develop questions before & during reading,

clarify,

summarize,

visualize, monitor understanding,

connect ideas to construct meaning,

inference.


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Reading Fluency

Reading fluency is the ability to read textquickly and accurately with appropriateexpression.

Fluent readers do not have to sound outeach word.

Automaticity allows readers to focus oncomprehension.

Proficient readers are fluent readers.(But fluent readers may not be proficient.)


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Fluency:

Instructional Strategies Review high frequency words.

Repeated Readings:

- Have students reread passages thatare at an independent reading level.

- Reread passage until predetermined

goal is achieved.- Record reading time and number of

correct words.


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Powerful Method for Teaching

Reading to Classroom of

Students

https://www.youtube.com/watch?v=fPsAuf

1ihMk


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Types of Reading..

RoundRobin Oral Reading

Echo Reading

Whisper Reading Choral Reading

Partner Reading


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Round-Robin Oral Reading

Read one by one ( take turn reading)

Echo Reading

Teacher reads a sentence and then the

class rereads it aloud.

Whisper Reading

Each child reads aloud (but not inunison) in a quiet voice.


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Choral Reading

The teacher leads the entire class or

group reading aloud in unison.

Usually done synchronously.

Partner Reading Pairs of readers alternate reading aloud

by a set protocol.

Typically, pairs of children take turns

reading aloud to each other.


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Activity 1

Discuss in your group the advantages

and disadvantages of different types of

reading for the mainstream and theweak pupils.

planning teaching reading - haffiz

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