3rd : Reading Fluency 2nd: Comprehension 3 Main Factors Of Reading Principles Roles of Reading Teacher A 4th : Critical Literacy

1st: The pre-reader

2nd: The emergent reader

3rd: The early reader 4th: The developing reader

1st : Word Recognition

2
Components Of Reading Ability

3
5th: The early fluent reader Stages of Reading Development

Definition

7
Teaching of Reading

6th: The independent reader

Components of Teaching Reading Basic Skills of Teaching Reading Framework of Teaching Strategies Teaching Comprehension Skills

READING
6
Types/Strategies of Reading Procedures of Teaching Reading Activities

Outlines of Reading Skills

Beginning Intermediate

Reading Process

Advanced 5.Applying

Shared Reading, Guided Reading, Independent Reading, Buddy Reading, Read Aloud to Children

1.Pre-reading 4.Exploring 2.Reading 3.Responding

What Is Reading?

Definition :
Reading involves the recognition of printed/written symbols which serve as stimuli for the recall of meanings built up through the readers past experience. New meanings are derived through manipulation of concepts already in his possession.

Background Experience Of The Reader A fluent English speaker that has an extensive vocabulary will find the task of reading easier than will one with a limited store of words. The readers previous encounters with stories read aloud/the importance the family or cultural group places on reading.

3 Main Factors Of Reading Understanding the Message (To Comprehend) Accurate Response to Print (Decoding) the readers ability to make a verbal response to the written words. For example, a fluent English speaker who cannot correctly identify and respond verbally to specific words in written form, then he may not be able to proceed with understanding what the writer has to say. being able to read orally with good pronunciation, rhythm and intonation does not imply that the reader truly comprehends what the writer has written. if the reader cannot retell the information in his own words, the reader has not actually read not really understood the message.

Source of Article: The Teaching Of Reading (B.J. Moore), Chapter 1: What Is Reading? How Can It Be Taught?

Components Of Reading Ability

Word Recognition Readers have to recognise most of the words for the meaning of the passage to be available to them. This component is done by the time they have reached 3rd grade. They will have their sight word vocabulary in memory since kindergarten. They learn new words by segmenting phonemics (phonemic awareness is used). Eg. : cl + utch + ed = clutched

Comprehension 6 ways :First, they use their knowledge of vocabulary to construct meaning of a text. Second, readers use their background knowledge or cognitive schemes. Third, they make inferences about what is going on in the text. Fourth, children can visualise or form images of what the words in the text describe. Fifth, they find main idea of the passage. Sixth, they can retell what they just read about.

Reading Fluency It means reading a passage quickly and accurately with some inflection-some changes in the tone of voice that paralleled the emotional or meaningful contours of the text. Reading fluency is an indicator of the childs ability to recognize words and to comprehend the text. If readers read the text fluently, their fluency will contribute to their understanding.

Critical Literacy/Reading It means reading with polite scepticisms, examining a texts hidden assumptions and bringing to light the devices by which the text might be intended to work its effects on the reader. Critical reading leads us to ask questions such as; Why is the author telling us this? Whose voices are left unheard? What is this text trying to do to me? What questions can be asked about the message?

Source Of Article: All Children Read : Teaching For Literacy In Todays Classrooms (Charles Temple, Donna Ogle, Alan Crawford, Penny Freppon, part 1: The Process of Literacy

2) Guided Reading o o o o o o Definition Purposes Outcomes Points to Remember Advantages Drawbacks 3) Buddy Reading o o o o o Definition Purposes Outcomes Advantages Drawbacks

1) Shared Reading o o o o o o Definition Purposes Outcomes Points to Remember Advantages Drawbacks

Strategies/Types Of Reading

4) Independent Reading o o o o o o Definition Purposes Outcomes Points to Remember Advantages Drawbacks

5) Reading Aloud To Children o o o o o o Definition Purposes Outcomes Points to Remember Advantages Drawbacks

Source Of Article: 1) Literacy for the 21st Century: Teaching Reading and Writing in Pre-Kindergarten Through Grade 4 (Gail Tompkins), chapter 10: Scaffolding Childrens Reading Development, 2) Reading Resource Book (Rigby Heinemann) chapter 1: Reading in the Classroom

Definition It is a part of a balanced program for emergent and beginning readers in the primary grades. It involves a teacher and students in reading and re-reading from a large print in a positive, supportive and interactive environment. Teachers use big books or texts written on charts so that both small groups and whole-class groups can see the text and read along with the teacher. Teacher and children sit together around a big book, and the teacher may point to the print and children join in.

Purposes It used to help students see how reading is done, and enable them to participate in real reading. It focuses on making meaning from print. It can help children as they learn to read and they will learn what they are ready to learn from this type of reading. It is an enjoyable home reading experiences and is worthwhile for children at risk in reading.

Shared Reading
Outcomes It provides opportunities for teachers to model fluent, expressive reading, stimulates imagination and generates new ideas, critical and reflective thinking, enable teachers to focus on discussions and demonstrations of strategies that can be used to make meaning from print, enables teachers to demonstrate the use and integration of semantic and syntactic cues to work out unfamiliar words, enable children to interact with the text at their own level and to enjoy reading together as a community of readers. Points To Remember The books chosen are available in both big-book and small-book formats and is close to childrens reading level, but still beyond their ability to read independently. Shared reading differs from reading aloud to children because children see the text as the teacher reads. The repeated sharing of a text should only continue as long as childrens interest is maintained. Children need to apply new understandings on their own.

Definition It is a procedure that enables teachers to observe a small group of children (4 or 5 students) as they develop understanding of reading processes and practise their literacy skills. Teachers select a book that children can read at their instructional level, with approximately 90-94% accuracy. Children do the actual reading themselves, although the teacher may read aloud with children to get them started on the first page or two. The group reads books assigned by the teacher.

Purposes It is to explore with children the questions, feelings and ideas arising from the text, to develop childrens confidence in making predictions, to reinforce that meaning is the end result of reading, to facilitate discussion that will help children refine

Guided Reading Outcomes Points to Remember

Buddy Reading

Independent Reading

Reading Aloud to Children

Principles

Procedure of Teaching Reading Activities

Role of a Reading Teacher

Teaching
Teaching Comprehension Skills

Reading

Components of Teaching Reading

Framework of Teaching Strategies

Basic Skills of Teaching Reading

Principles Of Teaching