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READING
Developmental Reading
TeachingLearning Strategies
reading is not a single skill that we use all the time in the same way, but is a multiple skill that is used differently with different kinds of text and in fulfilling different purposes
real reading involves not merely sounding of the words in a text but understanding the meaning or message the words are intended to carry
wide reading experience in a particular kind of text is often necessary for proper understanding of any one instance of that kind of writing
Insights on Reading
what reading enables a person to do must be perceived as interesting and worthwhile. otherwise, no reading will take place beyond school and beyond the stage of learning to read
Help pupils to become independent readers teach reading skills teach only the words that are useful generally and not all the words teach the pupils how to use context when they try to make sense of what they are reading
Develop response to a text recognize that pupils are individuals and they must learn to respond as individuals to the texts they read. ask questions like: do you like Mr X in the story, etc.
Help pupils read at appropriate speed get texts that pupils can read comfortably choose stories that pupils can read at the speed stories are usually read
Help pupils read silently we read a lot faster when we read silently
Teaching reading means enabling a person to acquire the skills, strategies and attitude required to make sense of text. improving motivation increasing awareness of different reading purposes developing different reading strategies improving comprehension skills
inference
involves drawing conclusions not stated in the text, but implied by the facts given. e.g: inferring main ideas, supporting details, sequence, etc, predicing outcomes
appreciation
e.g: emotional response to plot or theme, reactions to the author's use of language. opportunities for exchange of views and intrepretations again make these questions very enjoyable
4. Mature Reading
2. Early Reading
3. Developmental Reading
Reading Readiness
ability to discriminate btwn shapes so he can recognize letters and words when he begins to read
motivation
to create a positive attitude to reading among the learners
Early Reading
Sight Words
techniques for teaching sight words
aquires sight words by meeting them often and in meaningful contexts
Assume pupils will understand words once they recognize what spoken word the written word stands for.
Teach them the target words in a spoken context or introduce written words with visual or auditory support (pictures, tape, action, mime, etc).
Provide many opportunities for the pupils to see the word, e.g.: Flash the word in front of the pupils while saying the word aloud Give pupils opportunities to use the words they have learnt in labeling pictures Give pupils opportunities to constantly see the words by labeling objects, e.g. tables, chairs, door, etc. Play games like Bingo that require repeated use of words Get pupils to read simple stories which use the words they are trying to learn.
Give pupils opportunities to use old words and new to make sentence of their own and to read the sentences others have made, using the same stock of words. Introduce structural words like the, to, when at this stage.
Select appropriate basal readers to help pupils get a sense of achievement reading a whole book.
keep the words within reach of the pupils throughtout the day so that they can work individually whenever they want to or need to
reader uses the shape of a word to help him in pronouncing or recognizing the meaning of word
configuration clues useful at the earliest stage but soon lose their usefulness as a child begins to learn many words that all have the same shape
picture clues soon loses its importance as a child begins to learn abstract words
contextual clues word attack skills words surrounding an unknown word and the general ideas included in the surrounded text often contain several clues to the meaning of the word
dictionary have enough words for them to understand the explainations given in the dictionary
structural clues
knowledge of some common prefixes and suffixes as well as roots can help pupils make sense of unfamiliar words
What?
systems of teaching reading that pay initial attention to helping children see the relationship btwn the sounds of English and the letters /combination of letters that produce them.
Theory:
language being learnt is phonemically regular once a child has learned the phonemic elements he can obtain the pronunciation of the printed word by assembling the sounds together in blended sequence once he gets the pronunciation of the word, he will understand what he has read
outline:
introduce units of sound starting with vowel sounds introduce the consonants a few at a time teach pupils to sound combinations of the consonants and vowels they have learnt teach pupils to join syllables together to form simple words gradually get pupils to identify letter groups and to sound them get the pupils to break up words into appropriate letters blends or syllables pupils may face difficulty in the early stages. teacher uses contextual clues combined with phonic clues.
phonic approach
attempt to use the child's own language and exprience as the basis for skill development - rest on thinking
Theory:
learning would be individualized fewer repetitions needed smooth transitions from spoken to written language
Dr. Van:
what I think about, I can talk about what I say, I can write what I can write, I can read I can read what I have written, and I can also read what other people have written for me to read.
teacher takes away the picture props and give activities like the below
all children in a class gather together to share a single copy of a book with the teacher
visibility: pages of the book are made large (18"x12") and only 3 lines of print. large pictures accompany the lines on the page
during second reading, teacher still reads, but the task of pointing to the words is given to a good pupil
teacher/good pupil reads the story while pointing to the words as they are being read
class activity:
using large pictures, sentence strips and flashcards
individual work:
bingo filling in the blanks in a summary of the story
stories provide a context for all learning activities. e.g. allow natural integration of L,S,R,W and they allow the study of language rules and vocab within a meaningful context
develop his word recognition skills and knowledge of print conventions as well as builds up his self-confidence
give pupils a chance to develop knowledge of the kind of language they will meet in books and to give them a foretaste of the joys of reading
appropriate language
simple and direct legible print: point size and case
be in language that can be easily understood by the pupils - listening to a story can and should be a means of increasing their knowledge of words and structures.
DEVELOPMENTAL READING
recognizing structures, words, etc. building up familiarity with the many different kinds of texts the students is likely to need to read in English predicting outcomes, guessing word meanings using contextual clues
Balance Suitability of language Concepts in the text Level of reasoning Content Pedagogic suitability
What proportion of unknown words are there in the text? Are sentence patterns simple enough? Can pupils understand the idioms in the text? Are the reference items and other cohesive devices used appropriate? Are there ennough clues to help the reader follow the relationship btwn ideas in the text?
Are the concepts assumed known in the text actually known by the pupils Are the concepts in the text appropriate to the age of the students? Are there too many concepts in the text? Would the pupils find it hard to follow the writer's reasoning even if he understood all the words and concepts in the text?
Can this text be used to teach the skills and strategies you want to teach?
Affects
whether the presentation of episodes, etc can be used to develop thinking skills the layout of the text to see if anything there can be used for teaching reading skills
TEACHING-LEARNING STRATEGIES
beginners
Teachinglearning Strategies
developing intermediate
build your pupils' ability to listen and understand English before you start teaching them to read
beginning readers
do not teach word in isolation
satisfy the pupils curiosity about the world through the material you give them to read
give pupils opportunities to as many of their senses as possible in forming their ideas about what the word means
give pupils materials that are of intermediate relevance to their lives and create activities that show the usefulness of reading in English time activities to make pupils pace their reading effectively
devise activities that are interesting in themselves and promote integrated learning
Forms of response
Verbal: Two kinds: reading aloud and silent reading Ask/answer questions (spoken/written) Read aloud Discuss Rearrange sentences Fill gaps Note-taking
Non-verbal: Channel conversion: information can be communicated in a number of ways, in words, through graphic material, actions, etc. When information expressed in one medium is converted into another medium, channel conversion or information transfer is said to have taken place. Channel conversion: draw, label, use picture, graphs, pie charts, etc, to express understanding Read and do: act, mime, follow instructions, laugh, look sad, etc.
readingwhilelistening
audience reading
playreading
choral reading
open-ended questions
MCQ
level of comprehension a person achieves in a language is often much higher than his ability to express in the same language
many texts and almost all textbooks contain information in the form of graphic. thus, it is important teaching to intrepret graphs etc, is important
some information can be more clearly presented using table, graphs, etc than through language
hold a class discussion after the pupils have finished the activity
collect and file the graphs, diagram, etc that would be appealing and useful to pupils
select the graphic that you think is suitable for your purpose
write simple verbal descriptions in the kind of language you want your pupils to be able to read and understand
Graphics Sources
Maps Atlases, childrens adventure books, travel brochures, bus routes, etc. 1. Class to trace on a large map the journey of the hero in Around the World in 80 Days. Notes on what happened in each place written on the map. 2. Pupils work in pairs. Each pupil to write directions to his/her house from school. Pupils exchange descriptions and draw sketch map. 3. Pupils to read description of a place and label missing names of roads, buildings, etc. 4. Pupils to trace the route of a mosquito on a given sketch map.
Floor plans Housing developers brochures, seating plans in cinemas, plans of buildings 1. Read the description of the location of things in a house and draw in the things in an incomplete map of the building. 2. Look at the floor plan of a building and check the accuracy of a verbal description of the building.
Bus/train schedules Railway stations and bus terminals 1. Answer questions such as: a. At what time will Train R reach Penang? b. How long does it take for Bus G to get from X to Y?
Pictures, diagrams Textbooks, magazines, brochures, sales catalogues 1. Read the description of a person and select, complete or draw a picture that fits the description. 2. Rearrange a jumble picture series from information in the reading text. 3. Reorder a jumbled text using a correctly ordered picture sequence. 4. Read a text and label a diagram or look at a labeled diagram and fill in gaps in a text or both.
Graphs, pie-charts, histograms,pie-charts. Newspapers, economic reports, textbooks, annual reports of public-listed companies 1. Fill in gaps in graphic and verbal text by cross reference. 2. Write supporting statements, provide examples for main points, etc using information in the graph/pies-chart, etc.
Time-lines and flow charts History books, itineraries of visitors, science text books, description of processes 1. Keep track of development of events in a story by adding to the timeline as the story proceeds. 2. Read a story and fill in the gaps in the time line. 3. Read the evolution of a process/species, etc. and draw a flowchart to show the dvlpmnts. 4. Use a timeline to reorder a jumbled story.
While-reading
include activities that a pupil engages in while actually reading the text purpose: enable the pupils to achieve the lesson aims by handling the text in different ways e.g: paraphrasing opinions
Post-reading
purpose: look out of the text to see its relevance to other activities that pupils may find interesting/useful
skills that are appropriate for the level of your pupils what to select how to teach and at what level of sophistication
only limited number of reading skills and almost unlimited number of reading tasks
use a variety of different texts-there will automatically be a natural integration and recycling of reading skills
find a suitable text make sure that you have all the material you need identify the skills you want to teach
work out the details of each activity look through the the sequence of activities
give all the pupils the same text but differ the questions you give to different groups according to their ability
supplementary readers written within certain word levels can also be used for this purpose
form mixed-ability groups in the class so that poorer pupils could learn from better ones. e.g: good and average ones or poor and average ones.
do jigsaw reading
Provide a model for imitation Some ways reading can contribute to the development of other skills
Introducing words and structures necessary for writing and speaking in a meaningful context
Writing and speaking can be means of expressing understanding of content/appreciation of style of the reading text
How other skills can contribute to reading development: Listening-while-reading can assist the learner-reader to learn how to group words into meaningful chunks instead of reading word by word Writing can be a pre-reading activity to increase the readiness of the pupil to appreciate the skill of the writer of the reading text
Writing can be used as a means of developing study skills; improving recall of what is read, enabling the perception of the relationship of ideas in the text
Listening can introduce words aurally that a pupil needs to understand before he can learn it in its written form